ABSTRACT
This article analyzes the systematization of a teacher training experience in environmental education aimed at developing critical thinking skills. The experience is based on the elaboration of problem situations and alternative solutions. Future teachers problematize, identify problems related to the community where they live or events that occur in the context, analyze, and investigate to build several alternative solutions. The results show that the construction of problem situations constitutes a viable alternative for critical thinking skills development. Among the conclusions obtained, it is pointed out that critical thinking skills in environmental education can be developed from the elaboration of problem situations, understood as a strategy that clarifies conflicting aspects in a specific environmental problem; problem situations constitute a pedagogical instrument that promotes reflection, analysis on the causes of environmental problems and the search for educational practices that influence adaptation, mitigation or resilience to these problems.
Keywords:
Environmental education; Teacher training; Pedagogical experience; Critical thinking