Abstract

This correlational research study assesses the effect of a didactic sequence that incorporates the use of practical laboratory work with a high level of openness to specify real and local situations in teaching contexts. The sample consists of 49 civil construction students that identify problems associated with air pollution from particulate matter. At the beginning and at the end of the implementation of the sequence, the following evaluation instruments are applied: brief conceptualization tool, questionnaire on attitudes towards the subject, knowledge questionnaire, prior learning instruments (Knowledge and Prior Study Inventory), and open questions. The results show that after the intervention, the students increase their vocabulary, cognitive heritage, autonomy, and questioning capacity in relation to the actions and measures to control air pollution caused by particulate matter. It is concluded that the didactic sequence enhances the development of teamwork interpersonal skills, promoting civic-social values and attitudes.