FROM STATION TO STATION, EDUCATION IS TRANSFORMED: USING THE STATION ROTATION METHODOLOGY TO STUDY ENVIRONMENTAL EDUCATION WITH PRIMARY SCHOOL STUDENTS

Abstract

The active methodology of Rotation by Seasons promotes the active construction of knowledge, stimulating students' autonomy and participation. This communication is part of the ‘Learning with Respect’ project, developed as part of Supervised Educational Practice in a 2nd year primary school class. The learning unit ‘Why should we respect animals?’ aimed to sensitise students to environmental education and respect for endangered species, while promoting transversal skills. Four stations were organised, each with interdisciplinary and cognitively challenging tasks: creating slogans and posters, exploring music, solving a logical-mathematical puzzle with a planisphere and graphic representation with a proposal for concrete action. After completing the tasks, there was collective sharing and guided reflection. The research followed an action research methodology, using participant observation, reflective records, student work and audiovisual resources. The results show an increase in student interest and motivation, as well as the development of skills such as creativity, co-operation, critical thinking and environmental awareness. This study reinforces the potential of Station Rotation as an innovative approach that responds to current educational challenges, promoting meaningful and interdisciplinary learning.