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Exploration of the

pedagogical impact of a

playful-practical strategy

around environmental

awareness

Exploración del impacto pedagógico

de una estrategia lúdico-practica

entorno a la conciencia ambiental

Juana María Alegría Sinisterra

Liliana Patricia Chapal J

Yesica Fernanda Solís Alegría

Abstract

This research is related to the exploration of the pedagogical impact

of a playful-practical strategy on environmental awareness, and it is

carried out with the objective of exploring the pedagogical impact of

a playful-practical strategy on environmental awareness in the eighth

grade C of the IETABA of the Predio el Verde-municipality of

Barbacoas. To achieve such objective, an intervention program is

* Master's degree, Corporación Universitaria

Iberoamericana, Bachelor's degree in basic education with

emphasis in mathematics. Specialist in educational

planning and development plans.

Juanitabrillante0808@gmail.com, https://orcid.org/0000-

0001-7555-2385

* Master's Degree, Corporación Universitaria

Iberoamericana, Chemistry, specialist in educational

planning and development plans. patiqva@gmail.com,

https://orcid.org/0000-0001-6620-1014

* Master's degree, Corporación Universitaria

Iberoamericana, Bachelor's degree in preschool education.

Specialist in ethics and pedagogy.

Yesicasolis709@gmail.com, https://orcid.org/0000-0003-

0476-6399

Article

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carried out focused on playful-practical workshops on topics such as

vermiculture to produce organic fertilizer, planting of ornamental

plants with PEP bottle pots, formation of love bottles, and visit to the

Indigenous reservation ɨnkal Awá la Nutria Piman. The study is

carried out through the qualitative paradigm with non-experimental

design. The techniques for data collection are the diagnostic

evaluation of preliminary knowledge, strategy design and non-

participant observation. The instruments chosen to evaluate the

intervention are the survey, the pedagogical workshop and the field

diary.

Keywords: Environmental awareness, use of the three r’s

(Reduce, Recycle and Reuse).

Abstract

La presente investigación, está relacionada con la exploración del

impacto pedagógico de una estrategia lúdico-practica entorno a la

conciencia ambiental, y se la realiza con el objetivo de explorar el

impacto pedagógico de una estrategia lúdico-practica entorno a la

conciencia ambiental en el grado octavo C de la IETABA del Predio

el Verde-municipio de Barbacoas. Para lograr tal objetivo, se realiza

un programa de intervención enfocado en talleres lúdico prácticos

sobre temas como la lombricultura para producir abono orgánico,

siembra de plantas ornamentales con macetas de botellas PEP,

formación de botellas de amor, y visita a la reserva Indígena ɨnkal

Awá la Nutria Piman. El estudio se lleva a cabo por medio del

paradigma cualitativo con diseño no experimental. Las Técnicas

para recolección de información son la evaluación diagnostica de

conocimientos preliminares, diseño de la estrategia y lo observación

no participante. Los Instrumentos elegidos para lograr evaluar la

intervención son la encuesta, el taller pedagógico y diario de campo.

Palabras clave: Conciencia ambiental, uso de las tres eres

(Reducir, Reciclar y Reutilizar).

Introduction

The lack of environmental awareness is a problem of concern in

humanity and it is not an isolated problem if it is not immersed within

the social and cultural development of communities that seek

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economic development without giving real value to progressive and

sustainable growth that does not affect the environment. In

Colombia, this problem has not worsened in recent years due to the

lack of laws or programs that promote environmental care, but rather

due to the lack of articulation of scientific knowledge with the reality

of the regions marginalized by the presence of pollution that

deteriorates ecosystems and generates loss of biodiversity in the

different regions of the country.

The IETABA Awá Bilingual Agro-environmental Bilingual

Technical Indigenous Education Institution is part of an

organizational process aimed at guaranteeing the physical and

cultural survival of the Awá people. In the early days of the

organization, the El Verde property had well-preserved forests, the

streams were not contaminated and there was a diversity of wild

species, according to the elders of the region. In spite of being an

academic institution with an environmental emphasis and its

Educational Mandate encourages the educational community to

protect the environment, there is a lack of environmental awareness

among young students, as they do not show importance to the care

of nature and the principles of reciprocity of this culture, in relation

to the use and conservation of the natural resources of their

environment.

In such sense this research takes different sources of references,

highlighting, for example, the research conducted by Díaz and

Fuentes (2017) and Espino, et al., (2015) who address the issue of

environmental awareness in students of different ages. From this

perspective both studies recognize the importance of examining the

role that social processes play in the generation of environmental

problems.

For this reason it is important to minimize the lack of environmental

culture in students, through the development of a playful

pedagogical strategy that seeks to rediscover that protective spirit

towards their environment that is being lost in young people. Being

aware that the natural resources of the region have been used for the

benefit of the inhabitants, but that the degradation of non-renewable

resources that is being created in the long term must be avoided, for

this the adequacy of ecological spaces is an alternative to enrich the

traditional pedagogies being nature the first resource, hence this

project leads to the realization of interdisciplinary activities.

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Thus the proposal will offer students the opportunity to become

aware of the environment through the activities programmed in

meetings, discussions, field practices, opening frontiers to their

imagination in a comprehensive training, as a continuous, permanent

and participatory process that seeks to develop harmoniously all the

capabilities and dimensions of human beings to achieve their full

realization; Thus repairing the infants to a personal use in education

for life, by promoting live and direct experiences with real materials,

where through these help to explore the curiosity of children, and

from Environmental Education to train future citizens, not only in

the theoretical study of nature, but also to live with it, giving

meaning to the world around them.

Therefore, the general objective was to explore the pedagogical

impact of a ludic-practical strategy for environmental awareness in

the eighth grade C of the IETABA of the Predio el Verde-

municipality of Barbacoas.

• To achieve this objective, the following specific objectives

are proposed:

• To identify the level of knowledge about environmental

care of eighth grade C students at IETABA.

• Design and develop three intervention workshops as a

playful-practical strategy that seeks to improve the use of

organic and inorganic waste produced at IETABA in order

to implement actions that develop the dimensions of

environmental awareness.

• To evaluate the effectiveness of the intervention strategy

developed with eighth grade C students at IETABA.

Materials and methods

This research has a qualitative approach. It is important to emphasize

that qualitative research is a type of study oriented to the analysis of

specific cases, in a specific time and space (Hernández, et al, 2014,

p.7). They focus on the meanings that people assign to their thoughts,

attitudes, behaviors and practices, according to Minayo, (2017), "All

approaches have in common, that they integrate social reality, the

recognition of subjectivity, the symbolic and intersubjectivity in

relationships". The scope is an Action Research (AR) design, which

is defined as the study of a social situation in order to try to improve

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the quality of the action itself, its objective. The population is the

I.E.T.A.B.A. community, the sample is non-probabilistic and

intentional. The population sample is 8 students (6 females and 6

males) of the eighth grade C, which in this school year 2022 is made

up of 15 females and 20 males.

In the first phase, a diagnosis of the problem was made through

participant observation and behaviors were found such as inadequate

handling of garbage cans, without discriminating whether it is

organic or inorganic, throwing garbage on the floor and in water

sources regardless of the fact that it generates discomfort in the

community, on the other hand, ignorance and appropriation of the

three RRR (reuse - recycle - reuse) was observed. Taking into

account the above, in this phase a diagnostic technique is carried out,

which consists of a survey to two groups of members of the

educational community, parents and students, whose objective is to

verify basic knowledge of environmental care and proper use of

natural resources. In a second phase, playful and practical workshops

on environmental awareness are designed; after the preliminary

analysis of the survey applied, environmental playful workshops are

carried out, highlighting the use of an initial group dynamic and then

the application of workshops related to recycling techniques,

planting of ornamental plants, use of the vermiculture technique and

ecological tours through the Otter reserve near the institution, taking

videos in order to make known the beauty of the natural environment

of the institution.

For the evaluation stage of the implemented strategy, activities are

assigned, such as making a bulletin board to inform others about

what they learned to a group of classmates and presentation of the

videos taken during the ecological tour. In this case, a field diary will

be implemented to evaluate the attitudinal part of the student.

Subsequently, feedback will be given through the analysis of videos

allusive to the topic and word search games, and the participants will

be given trees that will be planted around the institution, placing

signs with the names of the trees planted. Finally, a survey will be

conducted among the students who participated in the activities to

identify the effectiveness or not of the strategy.

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Results

After verifying the reliability of the data obtained in the survey, it

can be deduced that respondents have ideas that highlight knowledge

about environmental care, however, in practice these ideas are not

reflected in household activities and in the use of non-biodegradable

solid waste such as plastics from consumer product packaging.

Therefore, it is considered necessary to make the intervention

process to foster in students the dimensions of environmental

awareness. As mentioned to us by the author Rosales & Carmen

(2019), "in addition, to broaden the knowledge of the problems, it is

necessary to improve the understanding about the influence of

human actions in contexts and on concrete socio-environmental

conflicts" (p.106)

In this way, we see that it is important to educate and guide in

environmental awareness because of the need that is observed from

the contexts. "Environmental education is assumed as a style of

education, which gives it identity and rational foundation, and not a

mere strategy for the transmission of contents with protectionist

functionality" (Valero and Castellanos, 2017).

In order to carry out concrete actions to improve environmental

awareness and direct the negative attitudes of some students of

adolescent age towards behaviors that reflect the strengthening of the

dimensions of environmental awareness (affective, conative, active

and cognitive), three intervention workshops were developed.

In the workshop "I know, take care and raise red Californian

earthworms and plant plants", two dimensions of environmental

awareness were worked on, the cognitive and the active; in the

cognitive one, the students worked on learning about the

vermiculture technique, recycling and its importance in their daily

life, being a training stage. In this stage, each student began to make

his own design of his pot and observed the color of the black soil

with nutrients vs. soil poor in nutrients. In the active phase, the

students were given a determined time to do the activities and in this

way see the compliance and how they took care in decorating their

pots to use them for planting a plant.

In the Love Bottle Formation workshop, the cognitive and conative

dimensions were worked on; the cognitive dimension being the

theoretical and practical training work carried out in this

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intervention. The conative dimension was evaluated in the quality of

the love bottle presented, where it was observed whether or not the

student followed the indications given. And in the degree of

commitment in the presentation to their classmates when they

explained the technique to others.

In the workshop An ecological look at our reserve La Nutria, we

worked on the affective dimension, observing the behavior and

attitude in the field trip that took place, also in the delivery of the

permission form signed by a guardian and in the predisposition to

bring their lunch box and boots to attend the visit to the Indigenous

reserve ɨnkal Awá la Nutria Piman.

To evaluate the effectiveness of the intervention program

implemented, two sessions were held to close the program and thus

evaluate the organized process, for this purpose a video on

environmental care was watched, a debate was held on the cartoon

"I am Guna", an exercise of developing an alphabet soup was also

performed and in the second session, some trees were planted.

Discussion

The reduction of solid waste is one of the most important factors that

contributes to the environment, since this has become one of the best

alternatives to reduce environmental pollution, making people aware

and thus understand how valuable it is to take care of nature,

agreeing with Rozzi (2001) who states that: "environmental ethics

concerns human societies conditioning their relationship with nature

and impact on it, and seeks the welfare of both".(p.83).

Chantita, et al. (2007), affirm that society must be educated so that

it can live better in a healthy environment that does not lead to a

crisis of people in their relationship with their environment, but that

this education promotes values and everything that concerns the

integrity of the human being, contributing to the rescue of the

environment.

It is important to emphasize that environmental education plays a

fundamental role in the coupling process to understand the concepts

of what comprises to reduce, recycle and reuse, considering that

through education, the educational community can understand what

this entails in society according to the environmental issue and the

events that are occurring, for this reason, emphasis is placed on

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environmental education to transform people's behaviors and thus

generate new alternatives to protect the environment. Thus, Rengifo,

et al. (2012) state that, "environmental education should be imparted

to an infinite number of sectors and using a great variety of didactic

resources. (p.3).

The primary role of teachers is to offer an integral education, that is

why they emphasize on this, to make students build an

environmental culture, to be able to face problems. This has caused

people to concentrate on a vicious circle such as consumerism, due

to the excessive consumption of things that are often unnecessary,

for this reason it is of vital importance to raise awareness and

environmental culture, As it is known, it is key to emphasize that in

order to obtain an ecological balance, the three R's (reduce, reuse and

recycle) must be emphasized. In this case, emphasis is placed mainly

on the concept of reducing, so that the students and the community

in general understand that this can prevent excessive pollution of the

environment. At this point (Lara, 2008) states that, "if we want to

readjust the ecological triangle we must promote as the first "R" the

reduction of consumption directly. We are talking about promoting

conscientious consumption, environmentalized consumption,

consumption that accounts for environmental costs." (p.47).

With this caveat in mind, it is essential to promote environmental

education in order to understand the reality and from there to be able

to develop different strategies. According to Otero (2001) "reuse is

not generally encouraged as much as recycling" (p.142). For this

reason, students should be encouraged to reuse recyclable materials.

However, it should be noted that the students propose new ideas on

how to use natural resources in an appropriate manner, which is a

favorable aspect that enables the implementation of this project,

since their learning would be benefiting, since it involves the

creativity and magic of the learner, at the time of providing a new

use for recyclable materials, which is often called as waste, therefore

they wanted to get the best potential of these elements and thus

transform their corner of knowledge about science and all its

components.

In relation to the construction of the bottles, and in accordance with

the above, it should be noted that the intention is to encourage the

investigative spirit in students, since this issue is one of the aspects

that most concerns society, because the school is only limited to

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teach and not to educate for life, in other words the school must

promulgate science as stated by Ruiz, (2017) "the best way to learn

science is by doing science" (p.1), because there is no better

alternative that works in an educational environment, that teachers

instruct their students to create science, starting from a problem that

arises in their environment, which in this case is the inadequate use

of waste produced in the school.

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