Advancing Rural Science Education in Chile through Local Rural Knowledge: A Design-Based Approach to Water Education

Catalina Iturbe-Sarunic^1,2*Brant G. Miller³Cristian Merino⁴

• ¹Centro de Docencia Superior en Ciencias Básicas, Universidad Austral de Chile, Puerto Montt, Chile
• ²Doctorado en Didácticas de las Ciencias, Facultad de Ciencias, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
• ³Department of Curriculum and Instruction, Faculty of Education, Health and Human Sciences, University of Idaho, Moscow, Idaho, United States
• ⁴Instituto de Química, Facultad de Ciencias, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile

This study addresses the advancement of rural science education through a focus on water education in Chile's Los Lagos Region. Employing a Design-Based Research approach with four rural communities, the research first aimed to characterize Local Rural Knowledge and identify educational needs regarding local water sources, quality, and infrastructure challenges. Secondly, it focused on the collaborative co-design with teachers of a contextually relevant Teaching and Learning Sequence for water education. The developed Teaching and Learning Sequence emphasizes water quality and utilizes a Place-Based Inquiry for Modelling approach, encouraging students to engage in authentic inquiry using sensor technology to gather and analyze real-time data about their local water. This process integrates Local Rural Knowledge with national science standards in Chile to enhance students' understanding and participation in water-related issues. The study underscores the critical importance of local contexts, community involvement, and participatory design in creating effective rural science education. Findings have implications for educators, researchers, and curriculum designers seeking to integrate place-based learning, technology, and local rural knowledge in rural educational settings.