Relación de la educación ambiental en la calidad educativa en la comunidad San Miguel de Los Tres Charcos.
The objective of the research was to evaluate the relationship of environmental education in educational quality in the community of San Miguel de los Tres Charcos, Rocafuerte canton. An initial diagnosis was made to measure the level of knowledge, by means of a survey to the educational unit, 8 obj...
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| פורמט: | bachelorThesis |
| שפה: | spa |
| יצא לאור: |
2018
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| גישה מקוונת: | http://repositorio.espam.edu.ec/handle/42000/836 |
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הוספת תג
אין תגיות, היה/י הראשונ/ה לתייג את הרשומה!
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הוספת תג | סיכום: | The objective of the research was to evaluate the relationship of environmental education in educational quality in the community of San Miguel de los Tres Charcos, Rocafuerte canton. An initial diagnosis was made to measure the level of knowledge, by means of a survey to the educational unit, 8 objective questions were formulated in which 64% of the respondents answered that if they know the topic of environmental education while 77% do not know about the meaning and importance of environmental strategies. The SWOT matrix was applied where not knowing the existing environmental problems and little environmental interest was evidenced. An environmental education strategy was applied in which a training plan on organic vegetable gardens was designed, consisting of learning objectives such as awareness-raising to the community. Based on the topics learned, a final evaluation was used where a series of questions were applied which 98% of those evaluated distinguish the definition of environmental education, organic gardens and organic fertilizer. The participation achievement indicators were evaluated, where 100% of the 15 indications raised; obtained that 33.33% of achievement represents the conceptual educational component; 13.33% to the procedural educational component and 20% corresponded to the attitudinal educational component; and for the knowledge achievement indicator, 100% of 18 indications raised obtained 77.77% of achievements, 27.77% corresponded to the conceptual educational component 33.33% to the procedural education component and 16.66% to the component educational attitude. |
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