Efectos de una estrategia pedagógica para el fortalecimiento de competencias proambiental
Taking into account the world reality, it is necessary that from education we work addressing the problems in which the individuals are immersed, the new trends in education and the need to look for diverse and better options that optimize the social appropriation of knowledge and With this, the dev...
- Autores:
-
Acuña Rodríguez, Mónica Patricia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/2981
- Acceso en línea:
- https://hdl.handle.net/11323/2981
https://repositorio.cuc.edu.co/
- Palabra clave:
- Estrategia Pedagógica
Educación Ambiental
Fortalecimiento
Conductas proambientale
Pedagogical strategy
Environmental education
Strengthening
Proenvironmental behaviors
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
Summary: | Taking into account the world reality, it is necessary that from education we work addressing the problems in which the individuals are immersed, the new trends in education and the need to look for diverse and better options that optimize the social appropriation of knowledge and With this, the development of attitudes more coherent with the care and preservation of the Environment, the present proposal was designed with the objective of designing a pedagogical strategy for the strengthening of pro-environmental competences in elementary school children of Luz Marina Departmental Educational Institution Gentleman. A research of quantitative type, explanatory scope and quasi-experimental design was developed, with a sample of 110 children of the third, fourth and fifth grades of Basic Primary, of an Educational Institution of the Municipality of Concordia, Department of Magdalena; distributed equitably in experimental group and control. The results allowed to show significant differences in the experimental group, after the implementation of the intervention program. In the dimension of Beliefs (0.94); Knowledge (0.79); and Reasons (0.29) |
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