Big History en la enseñanza secundaria. Una visión desde el campo de la Geología y sus alrededores

Abstract

Big history is an interdisciplinary and integral approach that combines various disciplines, of what we traditionally call sciences and humanities, in search of an integrative and global worldview. Methodologically, there are four regimes in which the field of study is divided: universe, Earth, life and humanity, in which human beings fit into a changing universe and planet, trying to understand the events and phenomena we presently observe. Originally designed by historian David Christian in the 90s of the last century as a university course at the Macquarie University of Sydney, other academics have subsequently joi- ned the project and have provided support and doctrine, such as Walter Álvarez (University of California, Berkeley) or Fred Spier (University of Amsterdam). Currently, Big history has expanded its range of action to secondary education in various countries, including Spain. Here it is in Asturias where, for two years, there are several secondary schools that in one way or another use Big history in their curricula. In the case of the IES Llanera school, the so-called “little big history” approach is used. This approach to Big History was defined by Esther Quaedackers (University of Amsterdam): a concept, place or object is chosen as a thread to get into at least two of the four regimes of Big history. In the case presented in this paper, this way of approaching cosmic evolution has been adopted to carry out project-based learning that includes geology, biology, ecology, French, geography, German, visual and plastic education and physical education for 3rd and 4th year secondary students and 1st year high school ones. This paper shows the method and experiences carried out in this school and some papers produced by students.