Impacto de las áreas verdes en el proceso de enseñanza aprendizaje
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Rev. Cien. Tec. In.
Abstract
Los estudios en este tema señalan que el área verde es un restaurador mental, promueve la creatividad, es un tranquilizante natural y puede coadyuvar en un mejor rendimiento académico, por tanto la investigación realizada tuvo como objetivo investigar el impacto de las áreas verdes en el proceso de enseñanza aprendizaje En esta investigación se utilizó un enfoque cuali-cuantitativo, desde el paradigma sociocritico, se aplicó el método de investigación acción participativa, análisis documental y el comparativo. Entre las técnicas se utilizó la encuesta, la población a estudiar fue de 800 estudiantes, se realizó un muestreo probabilístico aleatorio con 174 estudiantes encuestados el 2014 y 176 el 2017, el grupo etareo fue de 12 a 17 años, el proyecto consistió en la implementación de plantas ornamentales en el patio de un colegio de la ciudad de Sucre el año 2014. Dentro de los resultados se observa que un 79% considera importante la presencia de las plantas y un 35,55% piensa que la ausencia de vegetación afecta negativamente su rendimiento académico, con similar porcentaje un 45,5% considera que mejoró su creatividad y se sintieron más alegres, y un 37,5% se siente más concentrado. Por su parte los docentes indican que los estudiantes se sienten más alegres y motivados en clases, pero no atribuyen el mejor desempeño de algunos estudiantes sólo a la presencia de las plantas. Se concluye que un ambiente con presencia de vegetación ornamental genera una sensación de bienestar, aspecto que sugestiona al estudiante a tomar una mejor actitud cuando se desarrolla el proceso de enseñanza aprendizaje.
The studies in this area indicate that the green area is a mental restorer, promotes creativity, is a natural tranquilizer and can contribute to a better academic performance, therefore, the research carried out aimed to investigate the impact of green areas in the teaching-learning process. A qualitative-quantitative approach was used, from the socio-critical paradigm; the participatory action research method, documentary analysis and the comparative method were applied. Among the techniques used was the survey and the population to be studied was 800 students. A random probabilistic sampling was carried out with 174 students surveyed in 2014 and 176 in 2017. The task group was from 12 to 17 years old and the project consisted in the implementation of ornamental plants in the courtyard of a high school in the city of Sucre in 2014. Results: it is observed that 79% consider the presence of plants important and 35.55% think that the absence of vegetation negatively affects their academic performance. With a similar percentage 45.5% consider that their creativity has improved and they felt happier and 37.5% felt more focused. Teachers indicate that students feel more cheerful and motivated in classes, but do not attribute the best performance of some students only to the presence of plants. Conclusions: It is concluded that an environment with ornamental vegetation generates a sense of well-being, an aspect that suggests the student to take a better attitude when developing the teaching-learning process.
The studies in this area indicate that the green area is a mental restorer, promotes creativity, is a natural tranquilizer and can contribute to a better academic performance, therefore, the research carried out aimed to investigate the impact of green areas in the teaching-learning process. A qualitative-quantitative approach was used, from the socio-critical paradigm; the participatory action research method, documentary analysis and the comparative method were applied. Among the techniques used was the survey and the population to be studied was 800 students. A random probabilistic sampling was carried out with 174 students surveyed in 2014 and 176 in 2017. The task group was from 12 to 17 years old and the project consisted in the implementation of ornamental plants in the courtyard of a high school in the city of Sucre in 2014. Results: it is observed that 79% consider the presence of plants important and 35.55% think that the absence of vegetation negatively affects their academic performance. With a similar percentage 45.5% consider that their creativity has improved and they felt happier and 37.5% felt more focused. Teachers indicate that students feel more cheerful and motivated in classes, but do not attribute the best performance of some students only to the presence of plants. Conclusions: It is concluded that an environment with ornamental vegetation generates a sense of well-being, an aspect that suggests the student to take a better attitude when developing the teaching-learning process.
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Vol. 14, No. 15