Modelos de gestión ambiental escolar en el ámbito global

Modelos de gestión ambiental escolar en el ámbito global es el resultado de una revisión sistemática de la literatura que busca identificar modelos, estrategias y prácticas para la gestión ambiental escolar a nivel global, que permitan ser replicados en instituciones educativas colombianas de educac...

Full description

Autores:: Tuiran Ardila, Genith Inés
Bermúdez López, Gianna Milena

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2022

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

id	SANTTOMAS2_8a285497ac217df3dfb471f650fbfef9
oai_identifier_str	oai:repository.usta.edu.co:11634/38762
network_acronym_str	SANTTOMAS2
network_name_str	Repositorio Institucional USTA
repository_id_str
dc.title.spa.fl_str_mv	Modelos de gestión ambiental escolar en el ámbito global
title	Modelos de gestión ambiental escolar en el ámbito global
spellingShingle	Modelos de gestión ambiental escolar en el ámbito global Environmental management school Environmental education Gestión ambiental Escuela Residuos sólidos Gestión ambiental escolar Educación ambiental
title_short	Modelos de gestión ambiental escolar en el ámbito global
title_full	Modelos de gestión ambiental escolar en el ámbito global
title_fullStr	Modelos de gestión ambiental escolar en el ámbito global
title_full_unstemmed	Modelos de gestión ambiental escolar en el ámbito global
title_sort	Modelos de gestión ambiental escolar en el ámbito global
dc.creator.fl_str_mv	Tuiran Ardila, Genith Inés Bermúdez López, Gianna Milena
dc.contributor.advisor.none.fl_str_mv	Moreno Rodríguez, Ingrid Carolina
dc.contributor.author.none.fl_str_mv	Tuiran Ardila, Genith Inés Bermúdez López, Gianna Milena
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0000-0003-3624-0877
dc.contributor.googlescholar.spa.fl_str_mv	https://scholar.google.com/citations?user=011K66QAAAAJ&hl=es
dc.contributor.cvlac.spa.fl_str_mv	http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101575
dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	Environmental management school Environmental education
topic	Environmental management school Environmental education Gestión ambiental Escuela Residuos sólidos Gestión ambiental escolar Educación ambiental
dc.subject.lemb.spa.fl_str_mv	Gestión ambiental Escuela Residuos sólidos
dc.subject.proposal.spa.fl_str_mv	Gestión ambiental escolar Educación ambiental
description	Modelos de gestión ambiental escolar en el ámbito global es el resultado de una revisión sistemática de la literatura que busca identificar modelos, estrategias y prácticas para la gestión ambiental escolar a nivel global, que permitan ser replicados en instituciones educativas colombianas de educación básica y media, en ámbitos escolares y extra escolares, promoviendo la gestión ambiental desde la fuente de dichas instituciones. Se desarrolla a partir de un estudio cualitativo en el que se revisaron 44 artículos de diferentes continentes (América, Europa, Asia, Oceanía), publicados entre el 2003 y el 2020, en su mayoría de tipo cuantitativo, abarcando estudios cuasiexperimentales y experimentales. En términos generales, los objetivos de los diferentes estudios orientan tres tendencias, la primera involucra el conocimiento ambiental, pretendiendo identificar el nivel conceptual manejado por la población estudiada. La segunda, involucra las capacidades para la aplicación del conocimiento en la resolución de problemas ambientales y la tercera no menos importante, los motivadores para aplicar en la vida diaria los conocimientos y capacidades interiorizados. Es posible concluir que la mayoría de los modelos, estrategias y prácticas consideradas en la revisión se pueden replicar en las instituciones educativas colombianas para la gestión del desarrollo sostenible de forma exitosa.
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-01-13T18:15:15Z
dc.date.available.none.fl_str_mv	2022-01-13T18:15:15Z
dc.date.issued.none.fl_str_mv	2022-01-12
dc.type.local.spa.fl_str_mv	Trabajo de grado
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
dc.type.category.spa.fl_str_mv	Formación de Recurso Humano para la Ctel: Trabajo de grado de Especialización
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.drive.none.fl_str_mv	info:eu-repo/semantics/bachelorThesis
format	http://purl.org/coar/resource_type/c_7a1f
status_str	acceptedVersion
dc.identifier.citation.spa.fl_str_mv	Tuiran Ardila, G. I., Moreno Rodríguez, I. C., & Bermúdez López, G. M. (2020). Modelos de gestión ambiental escolar en el ámbito global [Trabajo de Especialización, Universidad Santo Tomás] Repositorio Institucional
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11634/38762
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad Santo Tomás
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Santo Tomás
dc.identifier.repourl.spa.fl_str_mv	repourl:https://repository.usta.edu.co
identifier_str_mv	Tuiran Ardila, G. I., Moreno Rodríguez, I. C., & Bermúdez López, G. M. (2020). Modelos de gestión ambiental escolar en el ámbito global [Trabajo de Especialización, Universidad Santo Tomás] Repositorio Institucional reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/38762
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Acosta, M. B. (2019). ¿Qué es la gestión ambiental? https://www.ecologiaverde.com/que-es-la-gestion-ambiental-2035.html Aghekyan, R. (2019). Measuring High School Students’ Science Identities, Expectations of Success in Science, Values of Science and Environmental Attitudes: Development and Validation of the SIEVEA Survey. Science Education International, 30(4), 342-353. https://doi.org/10.33828/sei.v30.i4.12 Aliman, M., Budijanto, Sumarmi, & Astina, I. K. (2019). Improving Environmental Awareness of High School Students’ in Malang City through Earthcomm Learning in the Geography Class. International Journal of Instruction, 12(4), 79-94. https://doi.org/10.29333/iji.2019.1246a Álvarez-Otero, J., & de Lázaro y Torres, M. (2018). Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model. Education Sciences, 8(4), 171. https://doi.org/10.3390/educsci8040171 Ata, E. (2018). Evaluation of Adult Environmental Awareness Behaviours in terms of Social Learning Theory according to Perceptions of Primary and Secondary School Students. International Journal of Higher Education, 7(6), 54. https://doi.org/10.5430/ijhe.v7n6p54 Baş, G. (2010). The Effects of Multiple Intelligences Instructional Strategy on the Environmental Awareness Knowledge and Environmental Attitude Levels of Elementary Students in Science Course. 28. Bowers, A. W., & Creamer, E. G. (2020). A grounded theory systematic review of environmental education for secondary students in the United States. International Research in Geographical and Environmental Education, 1-18. https://doi.org/10.1080/10382046.2020.1770446 Carleton-Hug, A., & Hug, J. W. (2009). Challenges and opportunities for evaluating environmental education programs. Evaluation and Program Planning, 33(2), 159-164. https://doi.org/10.1016/j.evalprogplan.2009.07.005 Cincera, J., & Krajhanzl, J. (2013). Eco-Schools: What factors influence pupils’ action competence for pro-environmental behaviour? Journal of Cleaner Production, 61, 117-121. https://doi.org/10.1016/j.jclepro.2013.06.030 Derman, M., & Gurbuz, H. (2018). Environmental Education in the Science Curriculum in Different Countries: Turkey, Australia, Singapore, Ireland, and Canada. Journal of Education in Science, Environment and Health, 129-141. https://doi.org/10.21891/jeseh.409495 Hebel, F. L. (2014). What Can Influence Students’ Environmental Attitudes? Results from a Study of 15-year-old Students in France. 17. Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning. European Journal of Educational Research, 8(4). https://doi.org/10.12973/eu-jer.8.4.935 Icontec. (2015). Norma técnica Colombiana—NTC - ISO 14001. Sistema de Gestión Ambiental. Requisitos. Icontec. Imamura, M. (2017). Beyond the Limitations of Environmental Education in Japan. Educational Studies in Japan, 11(0), 3-14. https://doi.org/10.7571/esjkyoiku.11.3 Iñigo Dehud, L. S. (2019). Educación para la preservación del medio ambiente. Collectivus, Revista de Ciencias Sociales, 6(1), 215-234. https://doi.org/10.15648/Coll.1.2019.12 Jena, A. K., Bhattacharjee, S., & Langthasa, P. (2015). Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design. I-Manager’s Journal of Educational Technology, 12(3), 37-47. https://doi.org/10.26634/jet.12.3.3744 Jr, D. V. R., & Nebrida, E. E. D. (2019). Environmental Awareness and Practices of Science Students: Input for Ecological Management Plan. 14. Juntunen, M., & Aksela, M. (2013). Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy. 24. Kostova, Z., & Atasoy, E. (2008). Methods of successful learning in environmental education. 30. Línea verde. (2020). Especiales ambientales LA EDUCACIÓN AMBIENTAL. http://www.lineaverdehuelva.com/lv/consejos-ambientales/educacion-ambiental/sensibilizacion-y-concienciacion-ambiental.asp Maxwell, A. (2015). A kindergarten’s journey into sustainability through the Enviroschools in the Early Years programme. Teachers’ Work, 12(1), 14-29. https://doi.org/10.24135/teacherswork.v12i1.41 Méndez, E. (1997). LOS PROBLEMAS AMBIENTALES: ENTRE LA GLOBALIZACIÓN Y LA LUGARIZACIÓN. 14. MINEDUCACIÓN. (1994). Dec_1743_030894.pdf. https://www.minambiente.gov.co/images/BosquesBiodiversidadyServiciosEcosistemicos/pdf/Normativa/Decretos/dec_1743_030894.pdf Mnyusiwalla, L. (2017). Place-Based Environmental Education in the Ontario Secondary School Curriculum. 21. Mróz, A., Ocetkiewicz, I., & Tomaszewska, B. (2020). What should be included in education programmes – The socio-education analysis for sustainable management of natural resources. Journal of Cleaner Production, 250, 119556. https://doi.org/10.1016/j.jclepro.2019.119556 Nihal, Y. Y. (2019). An examination of the relationship between primary school students environmental awareness and basic science process skills. Educational Research and Reviews, 14(4), 140-151. https://doi.org/10.5897/ERR2018.3663 Nuhoğlu, H. (2020). The Effect of Deduction and Induction Methods Used in Modelling Current Environmental Issues with System Dynamics Approach in Science Education. Participatory Educational Research, 7(1), 111-126. https://doi.org/10.17275/per.20.7.7.1 Ødegaard, E. E., & Marandon, A. S. (2019). Local Weather Events: Stories of Pedagogical Practice as Possible Cultures of Exploration. ECNU Review of Education, 2(4), 421-440. https://doi.org/10.1177/2096531119893481 Ormond, C., & McClaren, M. (2014). Environmental Education as Teacher Education: Melancholic Reflections from an Emerging Community of Practice. 20. Özsoy, S., Ahi̇, B., & Kastamonu University. (2014). Elementary School Students’ Perceptions of the Future Environment through Artwork. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2014.4.1706 Rahman, N. A. (2016). Knowledge, Internal, And Environmental Factors On Environmental Care Behaviour Among Aboriginal Students In Malaysia. SCIENCE EDUCATION, 18. Ramírez, O. (2015). Identificación de problemáticas ambientales en Colombia a partir de la percepción social de estudiantes universitarios localizados en diferentes zonas del país. 16. Ramos, A. G. (2001). La problemática ambiental desde la perspectiva geográfica. Análisis de las II jornadas Platenses de geografía. 5. Robina-Ramírez, R., & Medina-Merodio, J.-A. (2019). Transforming students’ environmental attitudes in schools through external communities. Journal of Cleaner Production, 232, 629-638. https://doi.org/10.1016/j.jclepro.2019.05.391 Sánchez-Llorens, S., Agulló-Torres, A., Del Campo-Gomis, F. J., & Martinez-Poveda, A. (2020). Environmental consciousness differences between primary and secondary school students. Journal of Cleaner Production, 227, 712-723. https://doi.org/10.1016/j.jclepro.2019.04.251 Santiago, A. (2009). LA GLOBALIZACIÓN DEL DETERIORO AMBIENTAL. 10. Schönfelder, M. L., & Bogner, F. X. (2020). Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values. Sustainability, 12(5), 1968. https://doi.org/10.3390/su12051968 Sevim, S. (2020). The Change of Secondary School Students’ Environmental Consciousness, Attitude and Behaviors with Nature Education Project. Higher Education Studies, 10(2), 82. https://doi.org/10.5539/hes.v10n2p82 Shume, T. (2016). Teachers’ Perspectives on Contributions of a Prairie Restoration Project to Elementary Students’ Environmental Literacy. SCIENCE EDUCATION, 18. Spi̇Nola, H. (2016). Environmental literacy in Madeira Island (Portugal): The influence of Demographic Variables. International Electronic Journal of Environmental Education, 6(2), 92. https://doi.org/10.18497/iejee-green.52941 Stagell, U., Almers, E., Askerlund, P., & Apelqvist, M. (2014). What Kind of Actions are Appropriate? Eco-School Teachers’ and Instructors’ Ranking of Sustainability- Promoting Actions as Content in Education for Sustainable Development (ESD). International Electronic Journal of Environmental Education, 4(2). https://doi.org/10.18497/iejee-green.87708 Sukarjita, I. W., Ardi, M., Rachman, A., Supu, A., & Dirawan, G. D. (2014). The Integration of Environmental Education in Science Materials by Using MOTORIC Learning Model. International Education Studies, 8(1), p152. https://doi.org/10.5539/ies.v8n1p152 Tobasura, I. (2011). EL LEGADO ECOLÓGICO DE ‘EL LIBERTADOR’. 32, 12. Verschuur, M. B. (2003). Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary (Ages Three to Six) Children. 5. Walker, R., Clary, R. M., & Wissehr, C. (2017). Embedding Sustainability Instruction Across Content Areas: Best Classroom Practices From Informal Environmental Education. Journal of Geoscience Education, 65(2), 185-193. https://doi.org/10.5408/16-167.1 Wang, G., Zhou, X., & Cui, H. (2019). Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research. ECNU Review of Education, 2(4), 497-514. https://doi.org/10.1177/2096531119897638 Wyner, Y. (2013). A conceptual model for teaching the relationship of daily life and human environmental impact to ecological function. 26. Yildirim, T., Kişoğlu, M., & Salman, M. (2018). Analysis of Geography and Biology Teachers’ Self-Efficacy in Environmental Education. 8(2), 15. Yildiz Yilmaz, N., & Mentiş Taş, A. (2018). The Effect of Nature Education Program on the Level of Environmental Awareness of the Elementary School Students from Different Socioeconomic Status. Universal Journal of Educational Research, 6(9), 1928-1937. https://doi.org/10.13189/ujer.2018.060911
dc.rights.*.fl_str_mv	Atribución-NoComercial-SinDerivadas 2.5 Colombia Atribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.uri.*.fl_str_mv	http://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.rights.local.spa.fl_str_mv	Abierto (Texto Completo)
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.none.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Atribución-NoComercial-SinDerivadas 2.5 Colombia http://creativecommons.org/licenses/by-nc-nd/2.5/co/ Abierto (Texto Completo) http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.coverage.campus.spa.fl_str_mv	CRAI-USTA Bogotá
dc.publisher.spa.fl_str_mv	Universidad Santo Tomás
dc.publisher.program.spa.fl_str_mv	Especialización Dirección y Gestión de la Calidad
dc.publisher.faculty.spa.fl_str_mv	Facultad de Ingeniería Mecánica
institution	Universidad Santo Tomás
bitstream.url.fl_str_mv	https://repository.usta.edu.co/bitstream/11634/38762/5/2021giannabermudez.pdf https://repository.usta.edu.co/bitstream/11634/38762/6/Carta%20Aprobaci%c3%b3n%20Facultad%20Gianna.pdf https://repository.usta.edu.co/bitstream/11634/38762/9/Carta_autorizacion_CRAI%20%20Genith%20In%c3%a9s%20Tuiran%20Ardila%20%281%29.pdf https://repository.usta.edu.co/bitstream/11634/38762/10/Carta_autorizacion_CRAI%20Gianna%20Milena%20Berm%c3%badez%20L%c3%b3pez.pdf https://repository.usta.edu.co/bitstream/11634/38762/7/license_rdf https://repository.usta.edu.co/bitstream/11634/38762/8/license.txt https://repository.usta.edu.co/bitstream/11634/38762/11/2021giannabermudez.pdf.jpg https://repository.usta.edu.co/bitstream/11634/38762/12/Carta%20Aprobaci%c3%b3n%20Facultad%20Gianna.pdf.jpg https://repository.usta.edu.co/bitstream/11634/38762/13/Carta_autorizacion_CRAI%20%20Genith%20In%c3%a9s%20Tuiran%20Ardila%20%281%29.pdf.jpg https://repository.usta.edu.co/bitstream/11634/38762/14/Carta_autorizacion_CRAI%20Gianna%20Milena%20Berm%c3%badez%20L%c3%b3pez.pdf.jpg
bitstream.checksum.fl_str_mv	654a5cee2a93f71afc177b976ae8bfda 443aef6b526cf5ce4af360cd48ffd00c e81c776cfda113c57a5e9a1833583ef4 6ece11bf90bf4532d079ebdc3a83ca8d 217700a34da79ed616c2feb68d4c5e06 aedeaf396fcd827b537c73d23464fc27 adb042ccabe11f6edb6f261942ed9525 aadb35ddefbe316a014feab9faabbe34 e5045d6d49444765e3d922f5953ab4c1 31fff9bf6dee55ff64cab26757266a5f
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Universidad Santo Tomás
repository.mail.fl_str_mv	repositorio@usantotomas.edu.co
_version_	1782026137774325760
spelling	Moreno Rodríguez, Ingrid CarolinaTuiran Ardila, Genith InésBermúdez López, Gianna Milenahttps://orcid.org/0000-0003-3624-0877https://scholar.google.com/citations?user=011K66QAAAAJ&hl=eshttp://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101575Universidad Santo Tomás2022-01-13T18:15:15Z2022-01-13T18:15:15Z2022-01-12Tuiran Ardila, G. I., Moreno Rodríguez, I. C., & Bermúdez López, G. M. (2020). Modelos de gestión ambiental escolar en el ámbito global [Trabajo de Especialización, Universidad Santo Tomás] Repositorio Institucionalhttp://hdl.handle.net/11634/38762reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coModelos de gestión ambiental escolar en el ámbito global es el resultado de una revisión sistemática de la literatura que busca identificar modelos, estrategias y prácticas para la gestión ambiental escolar a nivel global, que permitan ser replicados en instituciones educativas colombianas de educación básica y media, en ámbitos escolares y extra escolares, promoviendo la gestión ambiental desde la fuente de dichas instituciones. Se desarrolla a partir de un estudio cualitativo en el que se revisaron 44 artículos de diferentes continentes (América, Europa, Asia, Oceanía), publicados entre el 2003 y el 2020, en su mayoría de tipo cuantitativo, abarcando estudios cuasiexperimentales y experimentales. En términos generales, los objetivos de los diferentes estudios orientan tres tendencias, la primera involucra el conocimiento ambiental, pretendiendo identificar el nivel conceptual manejado por la población estudiada. La segunda, involucra las capacidades para la aplicación del conocimiento en la resolución de problemas ambientales y la tercera no menos importante, los motivadores para aplicar en la vida diaria los conocimientos y capacidades interiorizados. Es posible concluir que la mayoría de los modelos, estrategias y prácticas consideradas en la revisión se pueden replicar en las instituciones educativas colombianas para la gestión del desarrollo sostenible de forma exitosa.School environmental management models at the global level is the result of a systematic review of literature that seeks to identify models, strategies and practices for school environmental management at the global level, which allow to be replicated in Colombian educational institutions of basic and middle education, in school and extra school fields, promoting environmental management from the source of these institutions. It is developed from a qualitative study in which 44 articles from different continents (America, Europe, Asia, Oceania) were reviewed, published between 2003 and 2020, mostly quantitative in nature, covering quasi-experimental and experimental studies. Generally speaking, the objectives of the different studies guide three trends, the first involving environmental knowledge, aiming to identify the conceptual level managed by the studied population. The second involves the capabilities for the application of knowledge in the resolution of environmental problems and the third not least, the motivators to apply internalized knowledge and capacities in daily life. It can be concluded that most of the models, strategies and practices considered in the review can be replicated in Colombian educational institutions for the management of sustainable development successfully.Especialista en Dirección y Gestión de la Calidadhttp://unidadinvestigacion.usta.edu.coEspecializaciónapplication/pdfspaUniversidad Santo TomásEspecialización Dirección y Gestión de la CalidadFacultad de Ingeniería MecánicaAtribución-NoComercial-SinDerivadas 2.5 ColombiaAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Modelos de gestión ambiental escolar en el ámbito globalEnvironmental management schoolEnvironmental educationGestión ambientalEscuelaResiduos sólidosGestión ambiental escolarEducación ambientalTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionFormación de Recurso Humano para la Ctel: Trabajo de grado de Especializaciónhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáAcosta, M. B. (2019). ¿Qué es la gestión ambiental? https://www.ecologiaverde.com/que-es-la-gestion-ambiental-2035.htmlAghekyan, R. (2019). Measuring High School Students’ Science Identities, Expectations of Success in Science, Values of Science and Environmental Attitudes: Development and Validation of the SIEVEA Survey. Science Education International, 30(4), 342-353. https://doi.org/10.33828/sei.v30.i4.12Aliman, M., Budijanto, Sumarmi, & Astina, I. K. (2019). Improving Environmental Awareness of High School Students’ in Malang City through Earthcomm Learning in the Geography Class. International Journal of Instruction, 12(4), 79-94. https://doi.org/10.29333/iji.2019.1246aÁlvarez-Otero, J., & de Lázaro y Torres, M. (2018). Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model. Education Sciences, 8(4), 171. https://doi.org/10.3390/educsci8040171Ata, E. (2018). Evaluation of Adult Environmental Awareness Behaviours in terms of Social Learning Theory according to Perceptions of Primary and Secondary School Students. International Journal of Higher Education, 7(6), 54. https://doi.org/10.5430/ijhe.v7n6p54Baş, G. (2010). The Effects of Multiple Intelligences Instructional Strategy on the Environmental Awareness Knowledge and Environmental Attitude Levels of Elementary Students in Science Course. 28.Bowers, A. W., & Creamer, E. G. (2020). A grounded theory systematic review of environmental education for secondary students in the United States. International Research in Geographical and Environmental Education, 1-18. https://doi.org/10.1080/10382046.2020.1770446Carleton-Hug, A., & Hug, J. W. (2009). Challenges and opportunities for evaluating environmental education programs. Evaluation and Program Planning, 33(2), 159-164. https://doi.org/10.1016/j.evalprogplan.2009.07.005Cincera, J., & Krajhanzl, J. (2013). Eco-Schools: What factors influence pupils’ action competence for pro-environmental behaviour? Journal of Cleaner Production, 61, 117-121. https://doi.org/10.1016/j.jclepro.2013.06.030Derman, M., & Gurbuz, H. (2018). Environmental Education in the Science Curriculum in Different Countries: Turkey, Australia, Singapore, Ireland, and Canada. Journal of Education in Science, Environment and Health, 129-141. https://doi.org/10.21891/jeseh.409495Hebel, F. L. (2014). What Can Influence Students’ Environmental Attitudes? Results from a Study of 15-year-old Students in France. 17.Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning. European Journal of Educational Research, 8(4). https://doi.org/10.12973/eu-jer.8.4.935Icontec. (2015). Norma técnica Colombiana—NTC - ISO 14001. Sistema de Gestión Ambiental. Requisitos. Icontec.Imamura, M. (2017). Beyond the Limitations of Environmental Education in Japan. Educational Studies in Japan, 11(0), 3-14. https://doi.org/10.7571/esjkyoiku.11.3Iñigo Dehud, L. S. (2019). Educación para la preservación del medio ambiente. Collectivus, Revista de Ciencias Sociales, 6(1), 215-234. https://doi.org/10.15648/Coll.1.2019.12Jena, A. K., Bhattacharjee, S., & Langthasa, P. (2015). Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design. I-Manager’s Journal of Educational Technology, 12(3), 37-47. https://doi.org/10.26634/jet.12.3.3744Jr, D. V. R., & Nebrida, E. E. D. (2019). Environmental Awareness and Practices of Science Students: Input for Ecological Management Plan. 14.Juntunen, M., & Aksela, M. (2013). Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy. 24.Kostova, Z., & Atasoy, E. (2008). Methods of successful learning in environmental education. 30.Línea verde. (2020). Especiales ambientales LA EDUCACIÓN AMBIENTAL. http://www.lineaverdehuelva.com/lv/consejos-ambientales/educacion-ambiental/sensibilizacion-y-concienciacion-ambiental.aspMaxwell, A. (2015). A kindergarten’s journey into sustainability through the Enviroschools in the Early Years programme. Teachers’ Work, 12(1), 14-29. https://doi.org/10.24135/teacherswork.v12i1.41Méndez, E. (1997). LOS PROBLEMAS AMBIENTALES: ENTRE LA GLOBALIZACIÓN Y LA LUGARIZACIÓN. 14.MINEDUCACIÓN. (1994). Dec_1743_030894.pdf. https://www.minambiente.gov.co/images/BosquesBiodiversidadyServiciosEcosistemicos/pdf/Normativa/Decretos/dec_1743_030894.pdfMnyusiwalla, L. (2017). Place-Based Environmental Education in the Ontario Secondary School Curriculum. 21.Mróz, A., Ocetkiewicz, I., & Tomaszewska, B. (2020). What should be included in education programmes – The socio-education analysis for sustainable management of natural resources. Journal of Cleaner Production, 250, 119556. https://doi.org/10.1016/j.jclepro.2019.119556Nihal, Y. Y. (2019). An examination of the relationship between primary school students environmental awareness and basic science process skills. Educational Research and Reviews, 14(4), 140-151. https://doi.org/10.5897/ERR2018.3663Nuhoğlu, H. (2020). The Effect of Deduction and Induction Methods Used in Modelling Current Environmental Issues with System Dynamics Approach in Science Education. Participatory Educational Research, 7(1), 111-126. https://doi.org/10.17275/per.20.7.7.1Ødegaard, E. E., & Marandon, A. S. (2019). Local Weather Events: Stories of Pedagogical Practice as Possible Cultures of Exploration. ECNU Review of Education, 2(4), 421-440. https://doi.org/10.1177/2096531119893481Ormond, C., & McClaren, M. (2014). Environmental Education as Teacher Education: Melancholic Reflections from an Emerging Community of Practice. 20.Özsoy, S., Ahi̇, B., & Kastamonu University. (2014). Elementary School Students’ Perceptions of the Future Environment through Artwork. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2014.4.1706Rahman, N. A. (2016). Knowledge, Internal, And Environmental Factors On Environmental Care Behaviour Among Aboriginal Students In Malaysia. SCIENCE EDUCATION, 18.Ramírez, O. (2015). Identificación de problemáticas ambientales en Colombia a partir de la percepción social de estudiantes universitarios localizados en diferentes zonas del país. 16.Ramos, A. G. (2001). La problemática ambiental desde la perspectiva geográfica. Análisis de las II jornadas Platenses de geografía. 5.Robina-Ramírez, R., & Medina-Merodio, J.-A. (2019). Transforming students’ environmental attitudes in schools through external communities. Journal of Cleaner Production, 232, 629-638. https://doi.org/10.1016/j.jclepro.2019.05.391Sánchez-Llorens, S., Agulló-Torres, A., Del Campo-Gomis, F. J., & Martinez-Poveda, A. (2020). Environmental consciousness differences between primary and secondary school students. Journal of Cleaner Production, 227, 712-723. https://doi.org/10.1016/j.jclepro.2019.04.251Santiago, A. (2009). LA GLOBALIZACIÓN DEL DETERIORO AMBIENTAL. 10.Schönfelder, M. L., & Bogner, F. X. (2020). Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values. Sustainability, 12(5), 1968. https://doi.org/10.3390/su12051968Sevim, S. (2020). The Change of Secondary School Students’ Environmental Consciousness, Attitude and Behaviors with Nature Education Project. Higher Education Studies, 10(2), 82. https://doi.org/10.5539/hes.v10n2p82Shume, T. (2016). Teachers’ Perspectives on Contributions of a Prairie Restoration Project to Elementary Students’ Environmental Literacy. SCIENCE EDUCATION, 18.Spi̇Nola, H. (2016). Environmental literacy in Madeira Island (Portugal): The influence of Demographic Variables. International Electronic Journal of Environmental Education, 6(2), 92. https://doi.org/10.18497/iejee-green.52941Stagell, U., Almers, E., Askerlund, P., & Apelqvist, M. (2014). What Kind of Actions are Appropriate? Eco-School Teachers’ and Instructors’ Ranking of Sustainability- Promoting Actions as Content in Education for Sustainable Development (ESD). International Electronic Journal of Environmental Education, 4(2). https://doi.org/10.18497/iejee-green.87708Sukarjita, I. W., Ardi, M., Rachman, A., Supu, A., & Dirawan, G. D. (2014). The Integration of Environmental Education in Science Materials by Using MOTORIC Learning Model. International Education Studies, 8(1), p152. https://doi.org/10.5539/ies.v8n1p152Tobasura, I. (2011). EL LEGADO ECOLÓGICO DE ‘EL LIBERTADOR’. 32, 12.Verschuur, M. B. (2003). Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary (Ages Three to Six) Children. 5.Walker, R., Clary, R. M., & Wissehr, C. (2017). Embedding Sustainability Instruction Across Content Areas: Best Classroom Practices From Informal Environmental Education. Journal of Geoscience Education, 65(2), 185-193. https://doi.org/10.5408/16-167.1Wang, G., Zhou, X., & Cui, H. (2019). Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research. ECNU Review of Education, 2(4), 497-514. https://doi.org/10.1177/2096531119897638Wyner, Y. (2013). A conceptual model for teaching the relationship of daily life and human environmental impact to ecological function. 26.Yildirim, T., Kişoğlu, M., & Salman, M. (2018). Analysis of Geography and Biology Teachers’ Self-Efficacy in Environmental Education. 8(2), 15.Yildiz Yilmaz, N., & Mentiş Taş, A. (2018). The Effect of Nature Education Program on the Level of Environmental Awareness of the Elementary School Students from Different Socioeconomic Status. Universal Journal of Educational Research, 6(9), 1928-1937. https://doi.org/10.13189/ujer.2018.060911ORIGINAL2021giannabermudez.pdf2021giannabermudez.pdfTrabajo de Gradoapplication/pdf215249https://repository.usta.edu.co/bitstream/11634/38762/5/2021giannabermudez.pdf654a5cee2a93f71afc177b976ae8bfdaMD55open accessCarta Aprobación Facultad Gianna.pdfCarta Aprobación Facultad Gianna.pdfCarta Aprobacion Facultadapplication/pdf125497https://repository.usta.edu.co/bitstream/11634/38762/6/Carta%20Aprobaci%c3%b3n%20Facultad%20Gianna.pdf443aef6b526cf5ce4af360cd48ffd00cMD56metadata only accessCarta_autorizacion_CRAI Genith Inés Tuiran Ardila (1).pdfCarta_autorizacion_CRAI Genith Inés Tuiran Ardila (1).pdfCarta de derechos de autorapplication/pdf255230https://repository.usta.edu.co/bitstream/11634/38762/9/Carta_autorizacion_CRAI%20%20Genith%20In%c3%a9s%20Tuiran%20Ardila%20%281%29.pdfe81c776cfda113c57a5e9a1833583ef4MD59metadata only accessCarta_autorizacion_CRAI Gianna Milena Bermúdez López.pdfCarta_autorizacion_CRAI Gianna Milena Bermúdez López.pdfCarta de derechos de autorapplication/pdf312170https://repository.usta.edu.co/bitstream/11634/38762/10/Carta_autorizacion_CRAI%20Gianna%20Milena%20Berm%c3%badez%20L%c3%b3pez.pdf6ece11bf90bf4532d079ebdc3a83ca8dMD510metadata only accessCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repository.usta.edu.co/bitstream/11634/38762/7/license_rdf217700a34da79ed616c2feb68d4c5e06MD57open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8807https://repository.usta.edu.co/bitstream/11634/38762/8/license.txtaedeaf396fcd827b537c73d23464fc27MD58open accessTHUMBNAIL2021giannabermudez.pdf.jpg2021giannabermudez.pdf.jpgIM Thumbnailimage/jpeg7605https://repository.usta.edu.co/bitstream/11634/38762/11/2021giannabermudez.pdf.jpgadb042ccabe11f6edb6f261942ed9525MD511open accessCarta Aprobación Facultad Gianna.pdf.jpgCarta Aprobación Facultad Gianna.pdf.jpgIM Thumbnailimage/jpeg6562https://repository.usta.edu.co/bitstream/11634/38762/12/Carta%20Aprobaci%c3%b3n%20Facultad%20Gianna.pdf.jpgaadb35ddefbe316a014feab9faabbe34MD512open accessCarta_autorizacion_CRAI Genith Inés Tuiran Ardila (1).pdf.jpgCarta_autorizacion_CRAI Genith Inés Tuiran Ardila (1).pdf.jpgIM Thumbnailimage/jpeg7602https://repository.usta.edu.co/bitstream/11634/38762/13/Carta_autorizacion_CRAI%20%20Genith%20In%c3%a9s%20Tuiran%20Ardila%20%281%29.pdf.jpge5045d6d49444765e3d922f5953ab4c1MD513open accessCarta_autorizacion_CRAI Gianna Milena Bermúdez López.pdf.jpgCarta_autorizacion_CRAI Gianna Milena Bermúdez López.pdf.jpgIM Thumbnailimage/jpeg7643https://repository.usta.edu.co/bitstream/11634/38762/14/Carta_autorizacion_CRAI%20Gianna%20Milena%20Berm%c3%badez%20L%c3%b3pez.pdf.jpg31fff9bf6dee55ff64cab26757266a5fMD514open access11634/38762oai:repository.usta.edu.co:11634/387622022-10-10 15:51:03.559open accessRepositorio Universidad Santo Tomásrepositorio@usantotomas.edu.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

Modelos de gestión ambiental escolar en el ámbito global

Publicaciones similares