Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá

ilustraciones, mapas

Autores:: Martínez Burgos, Camilo Andrés

Tipo de recurso:

Fecha de publicación:: 2021

Institución:: Universidad Nacional de Colombia

Repositorio:: Universidad Nacional de Colombia

Idioma:: spa

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dc.title.spa.fl_str_mv	Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá
dc.title.translated.eng.fl_str_mv	Green areas and student performance: relationship between vegetation and academic results in Bogotá
title	Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá
spellingShingle	Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá 370 - Educación::379 - Asuntos de política pública en educación Educación Desempeño académico Zonas verdes Vegetación Education Academic performance Green areas Vegetation Educación y cultura Indicadores educativos Necesidades educacionales Oportunidades educacionales
title_short	Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá
title_full	Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá
title_fullStr	Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá
title_full_unstemmed	Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá
title_sort	Zonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en Bogotá
dc.creator.fl_str_mv	Martínez Burgos, Camilo Andrés
dc.contributor.advisor.none.fl_str_mv	Bayona Rodríguez, Hernando
dc.contributor.author.none.fl_str_mv	Martínez Burgos, Camilo Andrés
dc.subject.ddc.spa.fl_str_mv	370 - Educación::379 - Asuntos de política pública en educación
topic	370 - Educación::379 - Asuntos de política pública en educación Educación Desempeño académico Zonas verdes Vegetación Education Academic performance Green areas Vegetation Educación y cultura Indicadores educativos Necesidades educacionales Oportunidades educacionales
dc.subject.proposal.spa.fl_str_mv	Educación Desempeño académico Zonas verdes Vegetación
dc.subject.proposal.eng.fl_str_mv	Education Academic performance Green areas Vegetation
dc.subject.unesco.none.fl_str_mv	Educación y cultura Indicadores educativos Necesidades educacionales Oportunidades educacionales
description	ilustraciones, mapas
publishDate	2021
dc.date.issued.none.fl_str_mv	2021
dc.date.accessioned.none.fl_str_mv	2022-03-08T15:51:50Z
dc.date.available.none.fl_str_mv	2022-03-08T15:51:50Z
dc.type.spa.fl_str_mv	Trabajo de grado - Maestría
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dc.type.content.spa.fl_str_mv	Text
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dc.identifier.instname.spa.fl_str_mv	Universidad Nacional de Colombia
dc.identifier.reponame.spa.fl_str_mv	Repositorio Institucional Universidad Nacional de Colombia
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url	https://repositorio.unal.edu.co/handle/unal/81151 https://repositorio.unal.edu.co/
identifier_str_mv	Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Akpinar, A. (2016). How is high school greenness related to students’ restoration and health? Urban Forestry & Urban Greening, 16, 1-8. https://doi.org/10.1016/j.ufug.2016.01.007 Alderete, M. V., & Formichella, M. M. (2017). The effect of ICTs on academic achievement: The conectar igualdad programme in Argentina. CEPAL Review, 2016(119), 83-100. https://doi.org/10.18356/f23c6662-en Bastami, M. A., Bay, M. H., & Seddighi, A. (2016). Relation of nature and environment with pleasant emotions of humans in daily life. Subjective Happiness Scale, 3(1), 7. Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions. International Journal of Environmental Research and Public Health, 14(5), 485. https://doi.org/10.3390/ijerph14050485 Beere, P., & Kingham, S. (2017). Assessing the relationship between greenspace and academic achievement in urban New Zealand primary schools: Greenspace and academic achievement. New Zealand Geographer, 73(3), 155-165. https://doi.org/10.1111/nzg.12155 Benfield, J. A., Rainbolt, G. N., Bell, P. A., & Donovan, G. H. (2015). Classrooms With Nature Views: Evidence of Differing Student Perceptions and Behaviors. Environment and Behavior, 47(2), 140-157. https://doi.org/10.1177/0013916513499583 Browning, M. H. E. M., Kuo, M., Sachdeva, S., Lee, K., & Westphal, L. (2018). Greenness and school-wide test scores are not always positively associated – A replication of “linking student performance in Massachusetts elementary schools with the ‘greenness’ of school surroundings using remote sensing”. Landscape and Urban Planning, 4. Browning, M. H. E. M., & Rigolon, A. (2019). School Green Space and Its Impact on Academic Performance: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 16(3), 429. https://doi.org/10.3390/ijerph16030429 Carter, S. P., Greenberg, K., & Walker, M. S. (2017). The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Economics of Education Review, 56, 118-132. https://doi.org/10.1016/j.econedurev .2016.12.005 Ceccato, V., Ana, C., & Vazquez, L. (2020). Do green areas affect crime and safety? En V. Ceccato & M. Nalla (Eds.), Crime and fear in public places: Towards safe, inclusive and sustainable cities. Routledge. Ceccato, V., Langefors, L., & Näsman, P. (2021). The impact of fear on young people’s mobility. European Journal of Criminology, 21. https://doi.org/10.1177/14773708211013299 Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1-13. https://doi.org/10.1016/j.healthplace.2014.03.001 Dadvand, P., Bartoll, X., Basagaña, X., Dalmau-Bueno, A., Martinez, D., Ambros, A., Cirach, M., Triguero-Mas, M., Gascon, M., Borrell, C., & Nieuwenhuijsen, M. J. (2016). Green spaces and General Health: Roles of mental health status, social support, and physical activity. Environment International, 91, 161-167. https://doi.org/10.1016/j.envint.2016.02.029 Ferguson, H., Bovaird, S., & Mueller, M. (2007). The impact of poverty on educational outcomes for children. Paediatrics & Child Health, 12(8), 701-706. Galindo, M. P. G., & Rodríguez, J. A. C. (2000). Environmental aesthetics and psychological wellbeing: Relationships between preference judgements for urban landscapes and other relevant affective responses. Psychology in Spain, 4(1), 13-27. Gamboa, L. F., & Rodríguez-Lesmes, P. A. (2018). Subjective Earnings and Academic Expectations of Tertiary Education in Colombia. Ensayos Sobre Política Económica, 36(86), 1-19. https://doi.org/10.32468/espe.8601 Garcia, J. D., & Skrita, A. (2019). Predicting Academic Performance Based On Students’ Family Environment: Evidence For Colombia Using Classification Trees. Psychology, Society & Education, 11(3), 299. https://doi.org/10.25115/psye.v11i3.2056 Glick, J. E., & Hohmann-Marriott, B. (2007). Academic Performance of Young Children in Immigrant Families: The Significance of Race, Ethnicity, and National Origins. International Migration Review, 41(2), 371-402. https://doi.org/10.1111/j.1747-7379.2007.00072.x IDECA. (s.f.-b). Unidad de Planeamiento Zonal. Bogotá D.C. Recuperado 16 de febrero de 2022, de https://www.ideca.gov.co/recursos/mapas/unidad-de-planeamiento-zonal-bogota-dc IDECA. (s.f.-a). Sector Catastral. Bogotá D.C. Recuperado 16 de febrero de 2022, de https://www.ideca.gov.co/recursos/mapas/sector-catastral-bogota-dc ICFES. (2017). Guía de interpretación y uso de resultados del examen Saber 11. http://www.icfes.gov.co/documents/20143/193560/Guia%20interpretacion%20uso%20resultados%20saber%2011%20entidades%20territoriales%202017.pdf Jackson, J., & Gouseti, I. (2014). Fear of Crime. En J. M. Miller (Ed.), The Encyclopedia of Theoretical Criminology (pp. 1- 5). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118517390.wbetc130 James, P., Banay, R. F., Hart, J. E., & Laden, F. (2015). A Review of the Health Benefits of Greenness. Current Epidemiology Reports, 2(2), 131-142. https://doi.org/10.1007/s40471-015-0043-7 Kaplan, R., & Kaplan, S. (1989). The Experience of Nature: A Pshycological Perespective. New York: Cambridge. Kaplan, R., Kaplan, S., & Ryan, R. L. (1998). With People in Mind: Design and Management of Everyday Nature. Island Press. Kuo, M. (2015). How might contact with nature promote human health? Promising mechanisms and a possible central pathway. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01093 Kuo, M., Browning, M. H. E. M., & Penner, M. L. (2018). Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight. Frontiers in Psychology, 8, 2253. https://doi.org/10.3389/fpsyg.2017.02253 Kuo, M., Browning, M. H. E. M., Sachdeva, S., Lee, K., & Westphal, L. (2018). Might School Performance Grow on Trees? Examining the Link Between “Greenness” and Academic Achievement in Urban, High-Poverty Schools. Frontiers in Psychology, 9, 1669. https://doi.org/10.3389/fpsyg.2018.01669 Kweon, B.-S., Ellis, C. D., Lee, J., & Jacobs, K. (2017). The link between school environments and student academic performance. Urban Forestry & Urban Greening, 23, 35-43. https://doi.org/10.1016/j.ufug.2017.02.002 Lavie Alon, N., & Tal, T. (2015). Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact. International Journal of Science Education, 37(8), 1279-1298. https://doi.org/10.1080/09500693.2015.1034797 Lekies, K. S., Yost, G., & Rode, J. (2015). Urban youth׳s experiences of nature: Implications for outdoor adventure recreation. Journal of Outdoor Recreation and Tourism, 9, 1-10. https://doi.org/10.1016/j.jort.2015.03.002 Li, D., & Sullivan, W. C. (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, 149-158. https://doi.org/10.1016/j.landurbplan.2015.12.015 Markevych, I., Feng, X., Astell-Burt, T., Standl, M., Sugiri, D., Schikowski, T., Koletzko, S., Herberth, G., Bauer, C.- P., von Berg, A., Berdel, D., & Heinrich, J. (2019). Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents. Environmental Pollution, 245, 71- 76. https://doi.org/10.1016/j.envpol.2018.10.053 Matsuoka, R. H. (2010). Student performance and high school landscapes: Examining the links. Landscape and Urban Planning, 97(4), 273-282. https://doi.org/10.1016/j.landurbplan.2010.06.011 Mision de Sabios. (2019). Colombia hacia una sociedad del conocimiento reflexiones y propuestas. En Misión de Sabios—Colombia—2019. https://minciencias.gov.co/sites/default/files/upload/paginas/ebook-_colombia_hacia_una_sociedad_del_conocimiento.pdf OECD. (2018). Programme For International Student Assesment (PISA) Results from PISA 2018 Country Note Colombia. Pomerantz, E. M., Altermatt, E. R., & Saxon, J. L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94(2), 396-404. https://doi.org/10.1037/0022-0663.94.2.396 Rong’uno, S. K. (2017). A COMPARISON OF ACADEMIC PERFORMANCE BETWEEN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN WARENG DISTRICT, KENYA. 10. Shahibi, M. S., & Rusli, K. N. K. K. (2017). The Influence of Internet Usage on Student’s Academic Performance. International Journal of Academic Research in Business and Social Sciences, 7(8), Pages 873-887. https://doi.org/10.6007/IJARBSS/v7-i8/3301 Skinner, E. A., Chi, U., & The Learning-Gardens Educational As. (2012). Intrinsic Motivation and Engagement as “Active Ingredients” in Garden-Based Education: Examining Models and Measures Derived From Self- Determination Theory. The Journal of Environmental Education, 43(1), 16-36. https://doi.org/10.1080/00958964.2011.596856 Steiner, R., Núñez, J., Cadena, X., & Pardo, R. (2002). ¿Cuáles colegios ofrecen mejor educación en Colombia? Coyuntura Social. https://www.repository.fedesarrollo.org.co/handle/11445/1057 Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2002). VIEWS OF NATURE AND SELF-DISCIPLINE: EVIDENCE FROM INNER CITY CHILDREN. Journal of Environmental Psychology, 22(1-2), 49-63. https://doi.org/10.1006/jevp.2001.0241 Tuen Veronica Leung, W., Yee Tiffany Tam, T., Pan, W.-C., Wu, C.-D., Candice Lung, S.-C., & Spengler, J. D. (2019). How is environmental greenness related to students’ academic performance in English and Mathematics? Landscape and Urban Planning, 181, 118-124. https://doi.org/10.1016/j.landurbplan.2018.09.021 Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A., & Zelson, M. (1991). Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology, 11(3), 201-230. https://doi.org/10.1016/S0272-4944(05)80184-7 Veitch, J., Timperio, A., Crawford, D., Abbott, G., Giles-Corti, B., & Salmon, J. (2011). Is the Neighbourhood Environment Associated with Sedentary Behaviour Outside of School Hours Among Children? Annals of Behavioral Medicine, 41(3), 333-341. https://doi.org/10.1007/s12160-011-9260-6 Wu, C.-D., McNeely, E., Cedeño-Laurent, J. G., Pan, W.-C., Adamkiewicz, G., Dominici, F., Lung, S.-C. C., Su, H.- J., & Spengler, J. D. (2014). Linking Student Performance in Massachusetts Elementary Schools with the “Greenness” of School Surroundings Using Remote Sensing. PLoS ONE, 9(10), e108548. https://doi.org/10.1371/journal.pone.0108548
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dc.format.extent.spa.fl_str_mv	27 páginas
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dc.coverage.city.none.fl_str_mv	Bogotá, Colombia
dc.publisher.spa.fl_str_mv	Universidad Nacional de Colombia
dc.publisher.program.spa.fl_str_mv	Bogotá - Ciencias Económicas - Maestría en Ciencias Económicas
dc.publisher.department.spa.fl_str_mv	Escuela de Economía
dc.publisher.faculty.spa.fl_str_mv	Facultad de Ciencias Económicas
dc.publisher.place.spa.fl_str_mv	Bogotá, Colombia
dc.publisher.branch.spa.fl_str_mv	Universidad Nacional de Colombia - Sede Bogotá
institution	Universidad Nacional de Colombia
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spelling	Reconocimiento 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Bayona Rodríguez, Hernando50f452a735a4d7259c880242fe3c91cbMartínez Burgos, Camilo Andrés80f48829f68bc878de4c62e0bc5dc6c32022-03-08T15:51:50Z2022-03-08T15:51:50Z2021https://repositorio.unal.edu.co/handle/unal/81151Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/ilustraciones, mapasUna rama reciente de la literatura ha explorado la asociación entre la exposición de los estudiantes a zonas verdes y sus resultados académicos, como una posible herramienta de política pública. Se identificaron algunos mecanismos como atención, salud mental, tiempo al aire libre y salud física que podrían explicar dicha asociación. Usando información de un conjunto de colegios ubicados en los sectores catastrales urbanos de Bogotá, este trabajo realiza una estimación de un modelo lineal con efectos fijos para encontrar la relación entre los resultados en las pruebas Saber 11 y el número de parques alrededor de los colegios. Se encuentra que hay una relación negativa entre esta medida de espacios verdes y los resultados académicos en el puntaje total de la prueba Saber. Sin embargo, esto no sucede para todas las asignaturas. En particular, se encuentra una relación significativa para sociales y ciencias naturales. (Texto tomado de la fuente)A recent branch of the literature has explored the association between students' exposure to green spaces and their academic results, as a possible public policy tool. Some mechanisms that could explain this association were identified: attention, mental health, time outdoors and physical health. Using information from a set of schools located in the urban cadastral sectors of Bogotá, this work performs an estimation of a linear model with fixed effects to find the relationship between the results in the Saber 11 tests and the area of the urban park around the schools. It is found that there is a negative relationship between this measure of green spaces and the academic results in the total score of the Saber test. However, this does not happen for all subjects. In particular, a significant relationship is found for social studies and natural sciences.MaestríaMagíster en Ciencias Económicas27 páginasapplication/pdfspaUniversidad Nacional de ColombiaBogotá - Ciencias Económicas - Maestría en Ciencias EconómicasEscuela de EconomíaFacultad de Ciencias EconómicasBogotá, ColombiaUniversidad Nacional de Colombia - Sede Bogotá370 - Educación::379 - Asuntos de política pública en educaciónEducaciónDesempeño académicoZonas verdesVegetaciónEducationAcademic performanceGreen areasVegetationEducación y culturaIndicadores educativosNecesidades educacionalesOportunidades educacionalesZonas verdes y desempeño estudiantil: relación entre la vegetación y los resultados académicos en BogotáGreen areas and student performance: relationship between vegetation and academic results in BogotáTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMBogotá, ColombiaAkpinar, A. (2016). How is high school greenness related to students’ restoration and health? Urban Forestry & Urban Greening, 16, 1-8. https://doi.org/10.1016/j.ufug.2016.01.007Alderete, M. V., & Formichella, M. M. (2017). The effect of ICTs on academic achievement: The conectar igualdad programme in Argentina. CEPAL Review, 2016(119), 83-100. https://doi.org/10.18356/f23c6662-enBastami, M. A., Bay, M. H., & Seddighi, A. (2016). Relation of nature and environment with pleasant emotions of humans in daily life. Subjective Happiness Scale, 3(1), 7.Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions. International Journal of Environmental Research and Public Health, 14(5), 485. https://doi.org/10.3390/ijerph14050485Beere, P., & Kingham, S. (2017). Assessing the relationship between greenspace and academic achievement in urban New Zealand primary schools: Greenspace and academic achievement. New Zealand Geographer, 73(3), 155-165. https://doi.org/10.1111/nzg.12155Benfield, J. A., Rainbolt, G. N., Bell, P. A., & Donovan, G. H. (2015). Classrooms With Nature Views: Evidence of Differing Student Perceptions and Behaviors. Environment and Behavior, 47(2), 140-157. https://doi.org/10.1177/0013916513499583Browning, M. H. E. M., Kuo, M., Sachdeva, S., Lee, K., & Westphal, L. (2018). Greenness and school-wide test scores are not always positively associated – A replication of “linking student performance in Massachusetts elementary schools with the ‘greenness’ of school surroundings using remote sensing”. Landscape and Urban Planning, 4.Browning, M. H. E. M., & Rigolon, A. (2019). School Green Space and Its Impact on Academic Performance: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 16(3), 429. https://doi.org/10.3390/ijerph16030429Carter, S. P., Greenberg, K., & Walker, M. S. (2017). The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Economics of Education Review, 56, 118-132. https://doi.org/10.1016/j.econedurev .2016.12.005Ceccato, V., Ana, C., & Vazquez, L. (2020). Do green areas affect crime and safety? En V. Ceccato & M. Nalla (Eds.), Crime and fear in public places: Towards safe, inclusive and sustainable cities. Routledge.Ceccato, V., Langefors, L., & Näsman, P. (2021). The impact of fear on young people’s mobility. European Journal of Criminology, 21. https://doi.org/10.1177/14773708211013299Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1-13. https://doi.org/10.1016/j.healthplace.2014.03.001Dadvand, P., Bartoll, X., Basagaña, X., Dalmau-Bueno, A., Martinez, D., Ambros, A., Cirach, M., Triguero-Mas, M., Gascon, M., Borrell, C., & Nieuwenhuijsen, M. J. (2016). Green spaces and General Health: Roles of mental health status, social support, and physical activity. Environment International, 91, 161-167. https://doi.org/10.1016/j.envint.2016.02.029Ferguson, H., Bovaird, S., & Mueller, M. (2007). The impact of poverty on educational outcomes for children. Paediatrics & Child Health, 12(8), 701-706.Galindo, M. P. G., & Rodríguez, J. A. C. (2000). Environmental aesthetics and psychological wellbeing: Relationships between preference judgements for urban landscapes and other relevant affective responses. Psychology in Spain, 4(1), 13-27.Gamboa, L. F., & Rodríguez-Lesmes, P. A. (2018). Subjective Earnings and Academic Expectations of Tertiary Education in Colombia. Ensayos Sobre Política Económica, 36(86), 1-19. https://doi.org/10.32468/espe.8601Garcia, J. D., & Skrita, A. (2019). Predicting Academic Performance Based On Students’ Family Environment: Evidence For Colombia Using Classification Trees. Psychology, Society & Education, 11(3), 299. https://doi.org/10.25115/psye.v11i3.2056Glick, J. E., & Hohmann-Marriott, B. (2007). Academic Performance of Young Children in Immigrant Families: The Significance of Race, Ethnicity, and National Origins. International Migration Review, 41(2), 371-402. https://doi.org/10.1111/j.1747-7379.2007.00072.xIDECA. (s.f.-b). Unidad de Planeamiento Zonal. Bogotá D.C. Recuperado 16 de febrero de 2022, de https://www.ideca.gov.co/recursos/mapas/unidad-de-planeamiento-zonal-bogota-dcIDECA. (s.f.-a). Sector Catastral. Bogotá D.C. Recuperado 16 de febrero de 2022, de https://www.ideca.gov.co/recursos/mapas/sector-catastral-bogota-dcICFES. (2017). Guía de interpretación y uso de resultados del examen Saber 11. http://www.icfes.gov.co/documents/20143/193560/Guia%20interpretacion%20uso%20resultados%20saber%2011%20entidades%20territoriales%202017.pdfJackson, J., & Gouseti, I. (2014). Fear of Crime. En J. M. Miller (Ed.), The Encyclopedia of Theoretical Criminology (pp. 1- 5). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118517390.wbetc130James, P., Banay, R. F., Hart, J. E., & Laden, F. (2015). A Review of the Health Benefits of Greenness. Current Epidemiology Reports, 2(2), 131-142. https://doi.org/10.1007/s40471-015-0043-7Kaplan, R., & Kaplan, S. (1989). The Experience of Nature: A Pshycological Perespective. New York: Cambridge.Kaplan, R., Kaplan, S., & Ryan, R. L. (1998). With People in Mind: Design and Management of Everyday Nature. Island Press.Kuo, M. (2015). How might contact with nature promote human health? Promising mechanisms and a possible central pathway. 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PLoS ONE, 9(10), e108548. https://doi.org/10.1371/journal.pone.0108548EstudiantesInvestigadoresPúblico generalResponsables políticosORIGINAL1010239572.2021.pdf1010239572.2021.pdfTesis de Maestría en Ciencias Económicasapplication/pdf1643090https://repositorio.unal.edu.co/bitstream/unal/81151/1/1010239572.2021.pdf8473489173d492d58928ff24a7df619aMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-84074https://repositorio.unal.edu.co/bitstream/unal/81151/2/license.txt8153f7789df02f0a4c9e079953658ab2MD52THUMBNAIL1010239572.2021.pdf.jpg1010239572.2021.pdf.jpgGenerated Thumbnailimage/jpeg4217https://repositorio.unal.edu.co/bitstream/unal/81151/3/1010239572.2021.pdf.jpgdc716913a9d136d1541d7af316a31e71MD53unal/81151oai:repositorio.unal.edu.co:unal/811512024-08-04 23:09:59.773Repositorio Institucional Universidad Nacional de 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