Didactics is approached as a fundamental element for the construction of knowledge; Comenius, J. (1638), and the use of the didactic model in the classroom as a fundamental element is shown from the type and characteristics of the same and even more being this, a projection of the pedagogical model, the evaluation, the context and the curriculum during the teaching-learning process of the students of basic secondary and middle school education. To begin to interpret the transformation of education by didactics in a direct, concrete and systematic advance in natural sciences and environmental education, it is necessary to reflect on the way of promoting knowledge from the school in the 20th century, where it is projected by Tricárico, R. (2005), who mentions that, in order to make a radical change in traditional teaching at a global level, stimulated by theorists from the old continent, North and South America, it will be focused on a better scientific and technological education.

In Natural Sciences and environmental education there are didactic-pedagogical models that facilitate teaching-learning and should be used regularly by teachers, involving pre-knowledge, reflection, motivation, problems, reality, assumptions, the truth of the student and the teacher, specific conceptualization and contribution, among others. The school is organized according to the requirements of the youth of the time, assuming a role of transformation from the urban to the rural. Here the difference in the implementation of traditional and progressive pedagogical models is marked.