New Perspectives in Science Education

One of the most important components of the environmental management is the environmental education, which is addressed to form conscience that guide persons from the theory knowledge to the action, passing through a positive environmental attitude. Formation of environmental conscience is a big challenge and usually require of motivation to captivate attention of students, being careful of does not make of the motivation the focus of the work.
Some studies assume that learning about specific aspects of environment or living things could increase the predisposition of children to act for change, while others authors argue the focus should be centered in the understanding of environmental problems [1] with the objective of motivate favorable changes in the behavior of people respect to environment. The fact is that the use of different educative activities can benefit the awareness and therefore motivate action in favor of environmental management. At this respect, is there any better activity in comparison with others to improve results?. At the date, many efforts have been addressed to increase the compromise of people with environment in order to reduce their negative impacts, for example  outdoor activities, cleaning campaigns, lecturers, study cases, camps, etc. [2, 3, 4], but are the existing environmental education programs enough to  demonstrate positive effects of the environmental education?
Based on the previous questions our proposal consist in mixture a set of activities to work with different learning intelligences in order to increase the predisposition of attitude change to positive behavior for the environment. We want answer two questions: Are scientific learning activities helpers in the formation of environmental conscious to the environmental management? And is there differences in the effect of the learning activities according their characteristics?
To answer the questions we develop scientific learning activities in a non-formal context with nine and ten graders measuring knowledge before and after each activity using valuation of competence tables and at the end of each activity we asked children write about the significance of the project to them as well as their predisposition to participate in local environmental management processes.  Results of competence tables and compromises of the different learning activities will be  analyzed with a correspondence test using R package to identify learning activities more related with scholars competences and their predisposition to assume an environmental compromises.