Análisis de la estructura didáctica de los itinerarios de la naturaleza

Abstract

Nature trails provide an excellent form of instruction in environmental education. This article analyses their didactic structure with the aid of Bloom's taxonomy, using the methods of numerical taxonomics. A sample selection of itineraries (six devised in Spain and two in Great Britain) is studied and compared, and a typology established. A contrast is found between itineraries in which the aims of knowledge predominate, and those in which comprehension is the principle category. Generally, speaking, questions of application, analysis, synthesis and evaluation have not been give too much emphasis.