Hidrógeno verde en contextos educativos: la experiencia H2GP en la formación inicial docente

Abstract

The current climate and energy crisis calls for both sustainable technological development and the education of citizens who are aware of the innovations required by an energy-sustainable society. From a Science Education Didactics perspective, this imperative entails reorienting teacher preparation toward Scientific–Energy Literacy. To grasp this phenomenon as a socio-scientific issues spanning multiple dimensions of human development, project-based learning (PBL) with a STEAM orientation emerges as a pertinent pathway consistent with a sustainable national vision. Within this framework, the “H2 Grand Prix” has been articulated as a learning arena that fosters diverse competencies within pre-service science teacher education. This educational experience centers on reflections gathered from pre-service chemistry and physics teachers at a Chilean university, who report that participation reshaped their perspectives on educational leadership, problem-solving under pressure, the exploration of STEAM-oriented PBL strategies, the inclusion of women in highly masculinized contexts, and the management of school teams in non-formal environments