What can studying ecology teach us?

Urban wetlands

That is why learning strategies should be used that can be stimulating for the development of intellectual and affective capacities, such as the one provided by contact with nature (Díaz, 2009); however, when teachers plan their didactic units, they rarely or never suggest the implementation of field work (Legarralde et al., 2009).

Therefore, it is important to carry out fieldwork because it is a didactic strategy that allows bringing the individual closer to the environment and allows them to know the diversity of living beings that inhabit the environment; enabling a much more dynamic and experiential learning environment, breaking with the monotony of a classroom, where the student is able to confront the theoretical with the practical (Vera and Martinez, 2013).

Similarly, field work encourages students to collect information, interpret, formulate hypotheses and experiment, which encourages students to read, think and reconstruct what they identify in their environment (Sánchez et al., 2015); likewise, they develop psychomotor skills and abilities that facilitate the solution of problems of a practical nature; likewise, they strengthen habits and values that allow them to develop as an individual member of society.

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Teaching ecology in the schoolyard (eepe)

“Environmental education should be structured around four fundamental learning, defined as pillars of knowledge, whose premise is to better visualize information on environmental education, which allows leading each person to discover, awaken and increase creativity, thus renewing the treasure hidden in each one of us, ‘environmental sensitivity’, which transcends a purely instrumental vision of environmental education, perceived as an obligatory way to obtain practical results, experiences and acquisition of skills tending to environmental conservation” (Cabildo Verde 2008b).

Laws of wetlands

Ecology is the science that studies the relationship between living beings and the environment in which they develop, how they are distributed and the reason for their abundance in a given area, and how these properties are affected by the interaction between organisms and their environment. The environment includes the physical properties that can be called the sum of local abiotic factors, such as climate and geographic features, and the other organisms that share that habitat (biotic factors).

Ecology is the science that aims to study the relationship established between living things and the environment in which they develop, just as studying how they are distributed and why of their abundance in a given area, and how those properties are affected by the interaction between organisms and their environment. The environment includes the physical properties that can be called as the sum of local abiotic factors such as climate and geography, and other organisms that share that habitat (biotic).

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Protección de humedales

La enseñanza moderna de las ciencias biológicas implica la construcción de propuestas educativas llamativas, que involucren al estudiante como agente activo del proceso de enseñanza-aprendizaje. Presentar una propuesta pedagógica para la enseñanza de la asignatura ecología de poblaciones, del programa de ingeniería agroecológica de la Corporación Universitaria Minuto de Dios Sede Zipaquirá. Para la elaboración de la propuesta se realizó una revisión documental sistemática de documentos sobre la enseñanza de las ciencias, el constructivismo y la praxeología, enfoque pedagógico de la institución. La propuesta pedagógica planteada se basa en los principios epistemológicos del constructivismo y las bases metodológicas del aprendizaje basado en problemas, y se articula o con las cuatro fases del modelo praxeológico.

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La praxeología es un modelo de pensamiento o de interpretación del pensamiento humano, el cual, fundamenta su acción en la práctica (praxis) y el análisis o reflexión de esta. Como modelo educativo, la praxeología se fundamenta en la acción, tanto del estudiante como del docente, y la interacción de estos con su entorno (St-Arnaud & L’Hotellier, 1992), por lo tanto el fundamento real de la Praxeología, es la interacción docente-estudiante; estudiante-comunidad; profesor-comunidad, lo que genera un análisis real del entorno y un aprendizaje significativo.