-152400-45783500Impacto de la estrategia pedagógica de educación ambiental en alumnos primarios del municipio Heroica CaborcaImpact of the environmental education pedagogical strategy in primary school students in the municipality of Heroica CaborcaHarold J. Gama-Celaya; María Z. Monteverde-Murrieta; Zulema de la C. Matos-ColumbiéUniversidad de Sonora, campus Caborca, MéxicoCorreo(s) electrónico (s)a221206865@unison.mxa221204672@unison.mxdelacaridad.columbie@unison.mx.ORCID:http://orcid.org/0000-0003-4416-2477 http://orcid.org/0009-0007-9916-7669 http://orcid.org/0000-0002-6952-617X Recibido: 10 de enero, de 2024 Aceptado: 11 de abril, de 2023 ResumenLa educación ambiental, es un problema cada vez más presente en la sociedad a pesar de que es fundamental promover la sostenibilidad ambiental desde edades tempranas. Para ello, es necesario implementar una estrategia educativa eficaz que involucre a los alumnos de forma activa y participativa. Por tanto, la presente investigación buscó, a través de una serie de métodos de enfoque mixto, medir el nivel de tratamiento de este tema en los alumnos de primaria del municipio, descubriendo en el proceso que, si bien los alumnos conocían estándares de educación ambiental, tenían deficiencias, tanto en el trato personal como en el realizado en clases. Dado lo anterior, fue necesario aplicar una estrategia de intervención denominada “Un mundo, una tierra, una vida” para remediar este proceso, resultando en una mejora del 95 % en este ámbito y, además, logrando resultados de utilidad para futuras intervenciones en otras instituciones locales.Palabras clave: Educación ambiental; Primarios; Hábitos; Salud; Cuidado.SummaryEnvironmental education is an increasingly present problem in society, despite the fact that it is essential to promote environmental sustainability from an early age. For this, it is necessary to implement an effective educational strategy that involves students in an active and participatory way. Therefore, the present research sought, through a series of mixed approach methods, to measure the level of treatment of this topic in elementary school students in the municipality, discovering in the process that, although the students were aware of environmental education standards, they had deficiencies, both in personal treatment and in the treatment carried out in classes. Given the above, it was necessary to apply an intervention strategy called "One world, one earth, one life" to remedy this process, resulting in a 95% improvement in this area and, in addition, achieving useful results for future interventions in other local institutions.Keywords: Environmental education; Primary; Habits; Health; Care.IntroductionCurrently, environmental education plays a role of capital importance in the teaching-learning process of people, since its influence is conceived as a transversal axis in the development and teaching process of every stage of the student's life and future professional.In the words of Castro (2017), the oldest vestige of environmental education occurs in the Roman Empire, since there were environmental protection ordinances by the empire. However, it will not be until the seventeenth and eighteenth centuries, when it is found for the first time, the presence of environmental training in schools, in the early date of 1626, which was published in what is now the United States an ordinance regulating the felling and sale of trees in the lands of the Plymouth colony.The projects that many pioneers wanted to put into practice in American lands are considered among the most advanced and the axis of many of them was education, on the other hand, we cannot leave on one hand, that there was already a social notion that there was a need for environmental care, in such a way, in the words quoted by Velasquez (s.f)The first vestige of environmental education recorded and documented in the world was a social project that excited many people.Because of the above mentioned, we sought to study this topic in a primary school in the town of Heroica Caborca, in the state of Sonora, Mexico, in order to obtain a status of how the development of the environmental topic was being worked on in the students, through the application of pedagogical evaluation instruments, in an elementary school "X", with students in a multigrade 5th and 6th grade, the teacher in charge of the group and the institution, verifying that the students knew topics related to environmental education, but needed to reinforce this area, in which there were deficiencies in topics such as: the recognition of the appropriate waste baskets (organic and inorganic), contents of the care of the ozone layer and solidarity and humanism for the environment.Regarding the teacher in charge of the group, it was found that his knowledge was broader in the topics addressed, although he needed reinforcement in solidarity and humanism for the environment and care of the ozone layer, on the other hand, in the observation made to the institution, it had problems of treatment and transmission of environmental values in specific areas, with problems such as water leaks, accumulation of garbage dumps, lack of organic and inorganic separation cans and poor hygiene in the bathrooms students.In view of the above, it highlights the power of research as one of the main ramifications for social development in all its senses: economic, political and urban. It is necessary to conduct relevant research to diagnose the situation and offer viable educational alternatives to solve or improve the problem. Based on this assumption, it is necessary to be aware of the importance of research topics such as these, since adequate environmental education can have benefits that potentially impact not only the school community, but the entire region. We are all witnesses of environmental problems that affect our planet, as well as potential dangers if the right actions are not taken in time and also in the right way. If we are not able to produce in the students an adequate conscience regarding the care and treatment of the environment, the results of tomorrow could be devastating. This was the starting point for a first approach to find out what attitudes, values and importance primary school students gave to environmental education. At the time of making an initial diagnosis, we have to start from the basic idea that the respondent may not have any knowledge about the subject we are trying to find out about, so, in the very specific case of the evaluation instrument on environmental education, we tried to make it precise and understandable even for 3rd grade students.Based on the above and in search of the answer to the question "how to develop environmental education, awareness and values in the primary community", the present work was developed, so that the objective of this work is to evaluate the functionality and effectiveness of the instruments applied in relation to the results of the initial diagnosis presented above of environmental education in the students, the teacher and the primary institution.This allowed the elaboration and implementation of an effective educational strategy that involves students in an active and participative way in the care of the environment.DevelopmentEnvironmental education is a fundamental pillar for the construction of more sustainable societies and above all, aware of their context. Over the years, the world has been deteriorating with all human activities; severely affecting with drastic climate changes, causing loss of biodiversity and pollution. Therefore, it becomes a necessity to promote understanding and respect for the environment, which not only involves the transmission of knowledge, but also the development of skills and attitudes that promote conservation and responsible use of the same, starting at an early age to make inroads that culture of care for our world.The concept of what environmental education represents, has its genesis in a report made by the Economic Commission for Latin America and the Caribbean (ECLAC, 2024), where it mentions that the term sustainable development, are those actions that are carried out to satisfy the present needs and without putting at risk the future needs of the next generations. It should be noted that this analysis focuses all its attention on the differences in life between rich and poor countries. One of the most significant suggestions presented in this report is the level of attainment of decent economic welfare proposed by this so-called sustainable development, thus giving rise to the definition of the concept of environmental education, since sustainable development integrates a range of different dimensions of socio-environmental problems. Also, environmental education has one of its main booms after the Rio de Janeiro Conference in 1992, which was held from June 3 to 14, as a response to the proposals on global and integral environmental education.In turn, Zavala and García (2008), highlight the importance of the union of diverse organizations in order to build better societies, since they mention the slogan "A strategy for the Future", of the First Ibero-American Congress on Environmental Education held in 1992, in Guadalajara, Mexico, where more than 25 Latin American countries met, seeking to generate an exchange of experiences and proposals at the continental level.Since then, it has been noted a journey through different scenarios of discussion and analysis, allowing society and the world, a greater conceptualization of environmental education as one of the most essential strategies to achieve the greatest number of cultural and social changes necessary to achieve the preservation of the environment and the world.It is important to insist on the idea that environmental education is the process by which people are enabled to become involved, to take action and measures, and to increase their awareness in order to safeguard their environment. The inclusion of these aspects of environmental education, creating awareness and taking action, are indispensable for the proper formation of students. The purpose is to generate tools in students that allow them to make decisions that help improve the environmental condition of the world, always with a view to present and future time. Currently, we are facing a series of problems such as the demographic explosion and the degradation of the environment due to the excess consumption of natural resources. Some of these problems could be attributed to a certain social mentality, for example, an incessant and unconscious "consume and dispose". However, these are far from being the only problems we face; we can mention global pollution, loss of biodiversity, destruction of the ozone layer, acid rain, climate change, atmospheric modification, desertification due to erosion, among others.There is, therefore, a clear deficiency in the treatment of environmental education contents received by primary schools, at least in the municipality where this research was conducted. It is suspected that this condition could well be the same in other schools in the region or even in the country. It is taken into consideration, of course, that there may be variants unrelated to the construction of the school plan, for example, a poor management of environmental contents due to disinterest of the teacher or seeking to focus on other areas that are considered of greater relevance or need. However, it is considered that the current curriculum presents important deficiencies regarding the contents and practices that should be taught to the students, and the importance of an adequate environmental education at this stage is insisted on, since it is in primary school when the student, according to Piaget's (1968) stages of development, comes into contact with concrete operations and formal operations, encompassing in these stages formal thinking and the conservation of real phenomena; Therefore, what is taught to primary school students will permeate throughout their lives and will be reflected in the way they relate to their world, by applying the knowledge, values and environmental attitudes that should be adopted first at home and hand in hand with the school.Sample and methodologyThe present research is based on a mixed approach, having also an action-descriptive research design, since through this process; quantitative and qualitative methods are combined to obtain an understanding of environmental problems and solutions. By integrating an action-descriptive research design, we seek not only to analyze the environmental situation, but also to actively guide to generate positive changes in the community. This approach allows for in-depth research and the implementation of practical and effective strategies to promote environmental awareness and action.Therefore, derived from the previous results presented in the introduction of this research, which is to emphasize that it was of mixed approach, a series of surveys and pedagogical observation guides were conducted to a group of elementary school students, multigrade 5th and 6th grade being a total of six students of the elementary institution X in which he was working in the municipality of Heroica Caborca, belonging to the state of Sonora.It is important to mention that being aware that the selected sample was small, this is a direct result that at the time of the application the world was adapting to the new reality, as a result of the COVID -19 pandemic, where classes were suspended and the return to the classroom was gradual, the detailed description of each of the instruments applied is presented below: SurveyDirected to students, with a total of 5 items, which addressed topics such as: To know if the students receive environmental education topics in their classes and if so, in which subjects they receive it, what topics they knew related to environmental education, if they knew which were the appropriate cans for the disposal of their waste, classifying them specifically into organic and inorganic, if in classes they deal with contents related to the care of water and animals; also if in classes they deal with contents related to the care of the ozone layer and the recycling of plastics; therefore, to know what elements they know about the last two topics.Observation guideThe observation guide served as a guide to learn about the contents addressed in classes by the teacher to the students and to the institution itself, as well as to verify first hand if the students were able to notice the topics covered in the classes: the students could notice the aforementioned topics, if the teachers specifically appreciated the topics of environmental knowledge, care of the ozone layer, solidarity and humanism for the environment and knowledge of water care, in addition, it also serves to know if the school has adequate bins to throw garbage specifically organic and inorganic, if it is clean if it does not have any water leakage or waste of light and if it is noticed that it has the appropriate environmental values to an institution responsible for training people. To evaluate the efficiency of the present strategy, it was proposed to apply an instrument to be able to verify that the knowledge had been recorded in the primary students and if it had worked in a positive way in the learning and awareness of an environmental education.ResultsAfter the previous application of a diagnosis and observation guide directed to the group teacher and students, in addition to the institution, to obtain the results of how is the context of this, it was considered necessary by the results obtained, to move to the application of a series of strategies such as talks, workshops, making posters on environmental care, seeking to reinforce the topics marked with greater deficiency, to subsequently know if it was possible to create that awareness and transformation in students, a survey was applied to students to see their progress and also to teachers to know from their perspective the progress and opinion.Through the above mentioned as results obtained from the data analysis and discussion, carried out in 5th and 6th grade students of an elementary school "X" in which we were working, the following was demonstrated:In the first questioning (table 1), it was sought to know in the primary students, which of the contents addressed in the environmental education talk had stayed with them, having as a result:Table 1 Contents addressed in the environmental education talkPercentage of total studentsResponse28 % = 5 studentsCaring for plants had stuck with them22 % = 4 studentsCaring for animals had been engraved in their minds.17% = 3 studentsCaring for water had been engraved in their minds17 % = 3 studentsCaring for the ozone layer had been engraved on them11% = 2 studentsThey had been engraved not to burn garbage5 % = 1 studentCaring for nature had been engraved in their mindsSource: Own elaborationIn the following questionnaire (Table 2), we sought to know what interest the primary schoolchildren had in one of the topics discussed in the talk in order to find out if they had paid attention and which one interested them the most: Table 2 Interest of the topics covered in the talkPercentage of total studentsResponse50 % = 3 alumnosSaid they were more interested in caring for animals.33 % = 2Said they were more interested in caring for plants17 % = 1Said they were more interested in caring for the planet in generalSource: Own elaborationIn addition, we inquired to know if the students had adequately recognized which is the waste basket, either organic or inorganic, that goes in each one, for this they were presented with a series of items in which they had to recognize which was the appropriate basket for organic and inorganic waste, so that the results marked a total of 100% of the students, The results showed a total of 100% of the students, which represents a total of 6 students, who did not make a mistake when marking the organic and inorganic waste baskets, representing 50% and 50% respectively in the graph, and 0% of students who had marked the radioactive waste can, an item that was added as a trap to confuse the students if they did not know the different waste baskets.Similarly, the students were asked if they were able to remember, after the lecture, at least one content related to the care of water and animals (Table 3)Table 3 Ability to remember the content related to water and animal carePercentage of total studentsReply50%Remember the topic regarding the care of animals and not mistreating them.42% Regarding water care8%Remember also about water care, not to litterSource: Own elaborationNext (Table 4), we sought to measure the knowledge that the students had acquired regarding the topic of the care of the ozone layer and plastic recycling, with the following results:Table 4 Knowledge about the care of the ozone layer and plastic recyclingPercentage of total studentsResponse17%refuse17%Said: not to make smoke8%Said not to make smoke8%No littering in the street17%No smoking8%No littering in the street25%No burning garbageSource: Own elaborationAnother aspect was to know what interest and knowledge the students had in topics related to environmental awareness, with special emphasis on the fact that they were able to mention at least three; the results were as follows (Table 5):Table 5 Interest and knowledge in relation to environmental awarenessPercentage of total studentsResponse23%Taking care of the water17%I had to take care of the environment in order not to die18%There was no smoke to take care of the ozone layer,18%To take care of the plants because they give us food.6%I had to take care of the ozone layer so that it would not be broken in the future.6%To take care of the animals6%Recycle clothes that are no longer used6%Put into practice the knowledge acquired.Source: Own elaborationTherefore, we sought to know now, what knowledge the teacher has regarding the environment and its care; through a series of questions, so we can say that he has adequate knowledge regarding this topic. Also in the questions about the care of the ozone layer, he answered the following: do not burn garbage, use less cars and made much emphasis on not burning garbage; so we can say that, in reference to this question, he demonstrated to have very adequate knowledge. Following this line, to know what knowledge the teacher had regarding solidarity and humanism for the environment, he answered that it referred to the care of flora and fauna.In addition, another question was asked to find out what knowledge the teacher had about issues related to water care, to which he responded: turn off the water faucets and avoid throwing garbage in the water to avoid contamination. Finally, we sought to know the opinion of the teacher in reference to whether since the first application of the educational strategy of environmental care to the students, there was any improvement on the part of the students with the development of the topics to be addressed regarding environmental education, to which he himself responded: that there had been an improvement since that intervention, since all of them tried to put into practice the knowledge acquired.DiscussionIn the primary context, environmental education in students is of utmost importance, since from an early age environmental awareness can be promoted through direct interaction with nature and the development of responsible habits. This reference addresses the need to integrate environmental education effectively into the school curriculum, involving students in practical experiences that allow them to understand the importance of caring for the environment and adopting sustainable behaviors from an early age.The results of research on environmental education in elementary school students provide valuable information on the impact of environmental education talks on students' awareness and knowledge, and this is reaffirmed by Salazar (2022), when he states:Environmental education seeks to generate values that promote the care of natural spaces. It is now when it is essential for each teacher to be aware and be able to use nature as another resource with which to transmit values and teachings to each of their students. First of all, the students demonstrated an adequate knowledge of the contents addressed, with a particular interest in the care of plants and animals. This suggests that they are more interested in topics involving life and biodiversity, which may be an opportunity to develop environmental education programs that focus on these topics.In addition, the results show that students have an adequate ability to recognize different types of waste, indicating a basic understanding of the importance of waste separation and recycling. However, the results also reveal areas of improvement in students' knowledge of specific topics, such as caring for the ozone layer and plastic recycling. This suggests that environmental education talks should include more detailed and specific information on these topics in order to improve students' knowledge and understanding.On the other hand, the results show that students have adequate environmental awareness, with a basic understanding of the importance of caring for the environment and natural resources. This is particularly important, as environmental education in the early years of schooling can establish sustainable habits and behaviors that will last over time and throughout their lives. As for teachers, the results suggest that they have adequate knowledge about the environment and its care, which can be an opportunity to strengthen environmental education in the classroom and promote a culture of care and respect for the environment.Thus, the results of the research on environmental education in elementary school students provide valuable information on the impact of the pedagogical strategy of environmental education, since it effectively makes a small change in the awareness and knowledge of the students, which is one of the positive aspects that can strengthen environmental education in the classroom and promote a culture of care and respect for the environment.ConclusionsAfter applying the intervention strategy "One world, one earth, one life", in primary school students, an improvement of 95% was observed in reference to the first intervention; since the main objective of this research, which was to develop environmental awareness in them, was achieved", this statement demonstrated and supported in reference to the accurate and effective answers obtained from the students who were questioned. On the other hand, the teacher of the group continued demonstrating deficiencies in terms of solidarity and humanism for the environment and the measures to take care of water, an action that leaves us as a lesson that, although we obtained results in the advancement of environmental education, the work is not yet finished, since we have material to continue working with. Environmental education at the elementary level, specifically in primary education, is important; teaching children to understand the importance of caring for the environment and how to do it, also helps them develop problem-solving skills and critical thinking in decision-making, promoting healthy and sustainable habits that they can maintain throughout their lives. Bibliographic referencesAgencia de Protección Ambiental (EPA) de Estados Unidos. (2021). La importancia de la educación ambiental. https://espanol.epa.gov/espanol/la-importancia-de-la-educacion ambiental Castro, F. (2017). 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Monteverde, Zulema de la C: Matos; Impacto de la estrategia pedagógica de…6739890938085500Vol.9, No.25, julio-septiembre, año 2024 PAGE \* MERGEFORMAT4Vol.9, No.25, julio-septiembre, año 2024 6797040936180500PAGE \* MERGEFORMAT1Ciencia y Progreso Publicada en línea: julio, 2024, RNPS: 2477, ISSN: 2707-7098 http://cienciayprogreso.cug.co.cuiVBORw0KGgoAAAANSUhEUgAAAboAAACOCAYAAABHa82KAAAAAXNSR0IArs4c6QAAAARnQU1BAACx jwv8YQUAAAAgY0hSTQAAeiYAAICEAAD6AAAAgOgAAHUwAADqYAAAOpgAABdwnLpRPAAAAAlwSFlz AAAh1QAAIdUBBJy0nQAAQr9JREFUeF7tfQmYXEXVdieZnpksoIBASHqSsGg0CuqHy4eKfKgooiDw IyibIPALIhi2DwRlEdmVRWRHUDYBk8lkAREEBGRHCWHf9zUQErbsk+99q6t7qm/Xvbfq9r29zZnn 6ad7uuvW8tby1jl1zqnc9Hz+6OtyuVVz8heKwFW53PBp+fwxN+dyowQmQUAQEAQEgRZDoC+ffwKL +Mt9nZ3brMjlhrRY9TOv7syOjo2Bz8PAZ/G1udzKmRcoBQgCgoAgIAikiwCJDov4Crz6saBPndLd PT7dElozN5Da6sDkQryWaXyE6FqzK6XWgoAgMNgRMIiOZLdiWmfnO72dnb+gum4wYnNfLpfv7ej4 GXCYqwlO4SIS3WAcDdJmQUAQaAsEgkRXWtwh3T2N1w6DRZ3JdqLtW2k1ZYnczHeR6NpixEsjBAFB 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