ABSTRACT
This work faces the known problem of negative visión among prospective primary teachers regarding science teaching and learning. This is even more acute if gender is taken into account. To overcome this, the use of ethnobotany as a science of proximity is proposed. Specifically, an educational intervention is described that is based on a combination of active methodologies and the use of ethnobotany as a teaching tool for a subject with physics and chemistry contents. Ninety-two university-based primary education trainee teachers participated in the research. By means of questionnaires, information was collected regarding attitudes toward the subject and the use of ethnobotany as a teaching tool, evaluation of the proposal, sustainability awareness, and affective and emotional dimensions. The data indicated a great impact and acceptability. The results show a significant increase in motivation, an improvement in attitudes toward sustainable behavior and a favorable assessment of the proposed didactic tool. This hybrid methodology demonstrates, in the context used, effectiveness in improving the perception of science.