The school environmental project (PRAE) as an interdisciplinary
strategy in the development of environmental awareness.
..........................................
El proyecto ambiental escolar (PRAE) como estrategia interdisciplinar en el desarrollo
de conciencia ambiental
Camilo Daniel Bonilla Pazos
Jenner Dany Escobar Narváez
ABSTRACT
Environmental awareness is the system of
knowledge, experiences, attitudes and values
that individuals have towards the environment
and can be promoted from an integral and
interdisciplinary environmental education. It
is necessary to articulate the categorization of
the environmental awareness of the
educational community from the school
environmental project with the design of the
subject plans to achieve an environmental
approach that guides the educational practice
with vocational high school students. The
strategy contemplates the optimization of
information gathering instruments and the
interpretation of the multidimensionality of
the environmental awareness of the student
population, an analysis of the articulation of
the subject plans with the national education
guidelines and the integration of
environmental education that yields
improvement strategies, and finally, the
discussion of teachers on the curricular
environmentalization within the Ciudad de
Ipiales Educational Institution in order to
develop environmental awareness from the
Received: September 23, 2022
Approved: December 12, 2022
...........................................
Msc. Education, Corporación
Universitaria Iberoamericana
Ipiales, Colombia,
camilo.bock@gmail.com
https://orcid.org/0000-0001-
8542-3755
Msc. Education, Corporación
Universitaria Iberoamericana
Ipiales, Colombia,
jennerescobar@gmail.com,
https://orcid.org/0000-0002-
4108-711X
The school environmental project (PRAE) as an interdisciplinary strategy in the development of environmental awareness.
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classrooms. The spiral strategy of reflection -
action leads to a practical exercise of
construction of an integrated environmental
education that allows, from an
interdisciplinary approach, the adaptation of
the teaching - learning processes towards the
development of the environmental awareness
of the students.
Keywords: Environmental awareness,
school environmental project,
interdisciplinarity, interdisciplinarity.
RESUMEN
La conciencia ambiental es el sistema de
conocimientos, vivencias, actitudes y valores
que los individuos tienen frente al medio
ambiente y puede promoverse desde una
educación ambiental integral e
interdisciplinar. Es necesario articular la
categorización de la conciencia ambiental de la
comunidad educativa desde el proyecto
ambiental escolar con el diseño de los planes
de asignatura para lograr un enfoque medio
ambiental que oriente la práctica educativa con
estudiantes de educación media vocacional. La
estrategia contempla la optimización de
instrumentos de recolección de información y
la interpretación de la multidimensionalidad
de la conciencia ambiental de la población
estudiantil, un análisis de la articulación de los
planes de asignatura con los lineamientos
nacionales de educación y la integración de la
educación ambiental que arroje estrategias de
mejoramiento, y por último, la discusión de
docentes sobre la ambientalización curricular
dentro de la Institución Educativa Ciudad de
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Ipiales con el fin de desarrollar la conciencia
ambiental desde las aulas. La estrategia en
espiral de reflexión – acción conlleva a un
ejercicio práctico de construcción de una
educación ambiental integrada que permite
desde un enfoque interdisciplinar la
adecuación de los procesos de enseñanza –
aprendizaje hacia el desarrollo de la conciencia
ambiental de los estudiantes.
Palabras clave: Conciencia ambiental,
proyecto ambiental escolar,
interdisciplinariedad
Introduction
Environmental pollution has been tried to be controlled and reduced in different ways.
From the social aspect, it has been intended that environmental management be
carried out through concerted actions among all those involved, such as individuals,
industry, local and national governments and international organizations (Valadez,
2003). This intention is approached from the political aspect through the creation of
institutions and the enactment of laws and from the economic aspect through the
implementation of market incentives. From the cultural aspect of the exposed
problem, the solutions are focused on strengthening Environmental Awareness, which
can be defined as "the system of experiences, knowledge and experiences that the
individual actively uses in his relationship with the environment" (Gomera, 2012, p.
214). According to the conception provided by Chuliá (1995), environmental
awareness is outlined around four dimensions: cognitive (information and
knowledge), affective (beliefs, values, feelings of concern), conative (attitudes) and
active (individual and collective behaviors). In response to this need, environmental
education emerges as the main actor. The concept of environmental education changes
with the idea of environment and with the socio-cultural, political and economic
dimensions (Bedoy, 2000), however, it can be stated that it is "the formative
orientation in harmonious attitudes towards the environment that achieves the
prevention, treatment and solution of environmental problems and with respect to the
sustainability of life" (Cuellar & Mendez, 2006, p. 184). Consequently, Environmental
Education is a fundamental pillar in the strengthening of Environmental Awareness
through the development of pro-environmental competencies and attitudes.
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The Ministries of National Education and of Environment, Housing and Territorial
Development offer environmental strategies for environmental education through the
definition and implementation of School Environmental Projects (PRAE) that "are
pedagogical projects that promote the analysis and understanding of local, regional
and national environmental problems and potentialities, and generate spaces for
participation to implement solutions in accordance with natural and socio-cultural
dynamics" (Restrepo, 2018, p. 2). In other words, the PRAE is a transversal reference
that seeks the curricular inclusion of the environmental dimension from all
disciplines, including those that do not consider experimental processes as a teaching
method (Cortés & González, 2017).
Environmental education can be approached from an interdisciplinary and integrated
approach to develop environmental awareness. From this perspective, we start from
an action - reflection research design, which takes up the epistemological and
phenomenological paradigms, and which leads to a spiral reflective process that
addresses the relationship between the intentions proposed by the subject plan, the
basic standards of competence and the school environmental projects, and their
impact on the dimensions developed by tenth and eleventh grade students, in their
teaching - learning process, facing environmental issues within the Ciudad de Ipiales
Educational Institution.
Initially, in the first loop of the research spiral, this work addresses the construction
of a profile that evidences the interpretation of environmental problems by students
in tenth and eleventh grades. For this purpose, a strategy is structured that allows
interacting with the environmental phenomenon of the institution, in which the
participating students reflect on their educational progress regarding the dimensions
of environmental awareness, and such consolidation of perceptions allows the
research teachers to identify symbols and meanings that value different categories of
the system of beliefs, attitudes and knowledge of the students regarding their
environment. This allows the second level of the spiral that supports the design of the
research route to be filled with meaning.
With the assessment of the categorization of environmental awareness, the research
focused on analyzing the quality of the articulation of the environmental policies of the
educational system as proposed by the curricular guidelines and basic standards of
competence with the institutional environmental policies as proposed by the school
environmental project and the subject plans. This reflection allowed assessing the
practice inherent to the teaching and learning of the different areas regarding
environmental education, evidencing the cohesion and vertical and horizontal
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coherence of the educational process oriented by the tenth and eleventh grade
curriculum, and finally, identifying the categories that such curriculum has to
enhance, improve or implement the integration of an interdisciplinary environmental
education that characterizes the Ciudad de Ipiales Educational Institution in the
management of development and social change within its community. These reflective
actions guide the route towards the following research spiral.
With the identification of the potentialities, risks, challenges and limitations of the
subject plans, a possible space was created for discussion and reflection on the
meaning of environmental education that should be established from the subject plans
with the perspective and expertise of the institution's teachers, This reflection is active
and proactive to the extent that the conceptions that the teaching staff has about
environmental education are studied, key concepts of the proposed curricular
structuring are unified and oriented, and possible educational practices with an
environmental approach are opened, which from the interdisciplinary approach
transform the comprehensions about the framework of knowledge applied to the
environmental context of the Ciudad de Ipiales Educational Institution.
Materials and methods
The IA model established in this research is based on Whitehead's research cycle since
it allows improving the relationship between environmental education and the
development of environmental awareness through a cyclical research process that
includes reflection on the relationship between students' environmental awareness
and the subject plans of the different areas in order to integrate environmental
education in an interdisciplinary way.
Initially, the reflection is focused on understanding the nature of the environmental
awareness of this population through its categorization. The instrument proposed by
Gomera, designed under Chuliá's model of environmental awareness, was coupled and
optimized within the context of the Ciudad de Ipiales Educational Institution. The
optimization lies in the elimination of items that do not present a desirable internal or
global correlation for the functioning of the questionnaire, since these can provide a
non-assertive description of the phenomenon and inadequately focus the reflection on
environmental awareness. To this end, the results are initially coded according to
whether they are indicators of the categories of each dimension of environmental
awareness, the results are collected and the value of the "Cronbach's Alpha" statistic is
calculated and the best items of the questionnaire are estimated to be used each year
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as an institutional tool to guide the investigative spiral of the school environmental
project and to orient the environmental education strategies in the institution. Finally,
descriptive statistics are used to analyze the dimensions of environmental awareness
that represent a more considerable weight within the system of experiences, beliefs
and attitudes that are being built in the Ciudad de Ipiales Educational Institution and
are evident in the profile of environmental awareness within the students, in order to
reflect on where to focus the educational practice established within the subject plans.
Next, the reflection focuses on relating the subject plans of the areas of Spanish,
mathematics, social sciences and natural sciences with the dimensions of
environmental awareness. A SWOT analysis of subject plans is carried out, a SWOT
strategy is developed and modifications to the plans are proposed to ensure the
integration of environmental education.
Based on this reflection, subject plans can be designed with an environmental focus
through a focus group with teachers. The proposals for modification identified for each
of the subject plans are presented. A focus group of teachers is opened for the design
of subject plans with an environmental approach for tenth and eleventh grades. At this
point, the investigative spiral of the present work is closed and the necessary tools are
left for the Ciudad de Ipiales Educational Institution to continue in a new investigative
spiral to improve environmental education within the institution.
Results
AAA1 and AAB1 have an acceptable rating and are indicators of the "information"
category of the cognitive dimension. AAA1 is measured by the question "Q1. There are
the following sources of information: 1. Classes 2. Institutional activities 3. Books and
specialized magazines 4. In how many of the above are you provided with information
about the environment". AAB1 is measured through the question "Q2. To what degree
do you consider yourself informed about environmental issues within the Ciudad de
Ipiales Educational Institution (with a lot being the highest degree of response)". On
the other hand, ABA1 and ABB1 do not present an acceptable valuation are indicators
of the category "specific knowledge" of the cognitive dimension. ABA1 is measured
through the question "Q3. All the institutions have a school environmental project. Do
you know what this institutional project consists of within the Ciudad de Ipiales
Educational Institution?". ABB1 is measured through the question "Q4. Do you know
what the environmental policy consists of within the Ciudad de Ipiales Educational
Institution?".
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From these results, it can be inferred that although the student considers himself to be
acceptably informed within the institution about environmental issues through
various sources of information, he is not aware of the environmental project and the
scope of the activities carried out as a result of this project are not perceived or
identified as elements of the environmental education of the institution. The
environmental policy is not known because it has not been established institutionally,
nor has it been documented. This means that within the student's environmental
awareness, the institution is not clearly and forcefully perceived as an active institution
in environmental management and environmental education. This offers a scenario
for intervention by the school environmental project.
From indicators BAA1 and BAA4, which are within the category of environmental
belief, it can be inferred that students consider that, despite our special abilities,
human beings are still subject to the laws of nature and that the balance of nature is
very delicate and easily alterable. On the other hand, indicator BAB4, which is within
the same category reveals that students do not consider that humans were created to
dominate the rest of nature. In addition, the behavior of indicators BAC1 to BAC4
reveals that students consider that the human population is approaching a limit to the
number of people the planet can hold, and that, if sustainable development is not
sustained by industrial control and a balanced economic situation, an ecological
catastrophe is very likely to occur. Students recognize the planet as a spaceship with
limited resources and space. These results reveal that the environmental belief of these
students has a high degree of ecocentrism with a recognition of the limits of the
biosphere, and that the position of anthropocentrism is very weak.
The indicators with acceptable valuation of the category "environmental valuation"
BBA1 and BBA2, show that students consider the environment as a local and global
issue but at a non-urgent level.
With respect to the perception of environmental seriousness, the indicators related to
solutions to environmental problems at the Ciudad de Ipiales Educational Institution,
BCA1 and BCA3, reveal that students consider themselves responsible for improving
the environmental character of the educational institution.
In conclusion, the affective dimension of the students' environmental awareness
consists of an environmental belief of a high degree of ecocentrism and recognition of
the limits of the biosphere, an environmental valuation that conceives the
environment as an important local and global issue, and a considerable degree of
responsibility within the institutional environmental issue.
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The conative dimension presents the category "assuming costs" from two indicators,
CAA1 and CAB1. The first is related to the willingness to receive environmental
information, which indicates that students are willing to receive such information
through "Classes, institutional activities, books, media: social networks, television,
email". The second indicates that students do not consider that their daily activity
affects the environment, which coincides with the category of the affective dimension,
on the perception of environmental seriousness, where students consider themselves
responsible for the improvement of the environmental problems of the institution.
However, a second intervention scenario is offered, in which the PRAE allows
improving the conative dimension of environmental awareness.
Within the active dimension of environmental awareness of tenth and eleventh grade
students, the category of collective behavior according to the DAA1 indicator indicates
that students are willing to participate in environmental campaigns within the
institution. However, with respect to the category of individual behavior expressed by
categories DBB1 and DBB2, it can be inferred that students are not willing to use
recycled paper for their academic activities, collect plastic paper in the elaboration of
an ecological bottle. With respect, to the high and low cost behavior category, the
valuation of indicators DCA1 and DDB1 is acceptable, which indicates that students
are willing to sort solid waste in the environmental points of the institution and in the
choice of walking or cycling as transportation mechanism options.
In conclusion, the articulation of the PRAE must take into account the development of
individual behavior within the active dimension of environmental awareness.
Reflection on the articulation of environmental education in the tenth and eleventh
grade curricula of the Ciudad de Ipiales Educational Institution.
For the second spiral of reflection of this research, the reflective action was oriented
through an evaluation of the curricula analyzed that seeks the relationships between
an element of the educational project of the institution and the dimensions of
environmental awareness found in the students of tenth and eleventh grades. This
reflection was approached in relation to the factors and the following results were
obtained:
Strengths: Regarding the category of "competencies" based on the articulating axes of
textual production, textual comprehension and interpretation, literature, media and
communication ethics, it can be observed that they are contemplated within the
Spanish language subject plan and present a strong emphasis on argumentative text,
reading and writing. This structure should be maintained because it supports a
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necessary competence for the construction of the cognitive dimension of
environmental awareness. In line with the above, the vertical coherence of the subject
plan is established by contemplating the processes of reading, writing and
argumentation/criticism in explicit order to achieve the competencies initially
proposed. On the other hand, the horizontal coherence of the same is maintained by
responding from Spanish or universal literature to the approaches of textual
comprehension and interpretation through exercises typical of the media. For
example, the characterization of universal literature texts is approached with the
reading of Renaissance texts and the development of discourse as an oral
argumentative text.
Weaknesses: With respect to the category of performance indicators, it is found that
0% of indicators proposed within the plan are focused towards the development of
environmental awareness. With respect to the category of generative topics, 0% of the
generative topics proposed in the plan are focused on the development of
environmental awareness.
Opportunities: At the tenth grade level, performance indicators related to knowing
how to be and generative topics related to argumentative text can be enhanced.
Threats: It is necessary to face the barrier that is generated when the articulating axes
and the dimensions of the Spanish language do not directly involve the development
of performances of the dimensions of environmental awareness, which if maintained
could diminish the relationship between the development of the environmental
awareness of the institution.
A mathematics curriculum aims to enhance mathematical thinking through the five
types of thinking: numerical, spatial, metric, random and variational. The
interweaving of these types of thinking underpins the horizontal coherence of
mathematics. To this end, mathematical competence addresses a process in which a
concept and a context are related through communication, reasoning, formulation,
comparison and exercise.
Strength: The mathematics curriculum presents a strength in its articulation with the
national guidelines, since the competencies proposed address the five types of
mathematical thinking. For example, in the competency "Knows and applies the
properties of triangles, trigonometric ratios and the laws of sines and cosines, the
notions of statistics: population, sample, variables, frequency tables, graphs and
statisticians to solve application problems both in mathematics and in other sciences
and technology", the clear intention to include from the numerical system to algebraic
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or analytical systems can be evidenced, which is consistent with the intention
proposed by the basic learning standards. On the other hand, if we compare the
competencies of tenth grade and eleventh grade, vertical coherence is evident in the
evolutionary complexity of thoughts and systems used between one grade and the
next. In addition, horizontal coherence is safeguarded by weaving all five ways of
thinking into each of the periodic divisions of the subject plan.
Weaknesses: Within the mathematics subject plan, no competencies related to the
development of environmental awareness are presented, despite the fact that problem
solving is contemplated within mathematics and other sciences. Therefore, the null
percentage of competencies alluding to environmental awareness is a factor that is
identified as a weakness in view of the integrated intention of environmental
education.
Opportunities: An opportunity presented by the subject plan is that the generative
topics or thematic axes in spite of obeying completely to the body of mathematics can
be susceptible to be oriented towards problems of an environmental nature. This
factor presents itself as an opportunity to integrate elements of environmental
education. In addition, the performance indicators of knowing and knowing how to do
are focused on strengthening mathematical thinking. The performance of being has an
allusion to the student's attitude system, but it is not emphasized within the
environmental approach. This configuration is adopted as an opportunity for
improvement.
Threat: The barrier presented by the processes, concepts and contexts of mathematics
should be mitigated by not directly including the development of performances of the
dimensions of environmental awareness, which if maintained could diminish the
relationship between the development of the institution's environmental awareness.
Strength: The natural sciences subject plan of Institución Educativa Ciudad de Ipiales
presents as a strength that the competencies for tenth and eleventh grades have an
environmental focus. For example, in the tenth grade competency "Understand the
relationship between molecular structure and the different chemical reaction
mechanisms (oxidation-reduction, decomposition, neutralization and precipitation)
for the elaboration of products with low environmental impact", it can be recognized
that the knowledge in chemical sciences is connected with the cognitive dimension of
environmental awareness since the student must recognize the physical and chemical
properties of compounds with environmental impact, in addition to promoting the
conative dimension of environmental awareness by focusing on an environmental
characteristic in the elaboration of a product that is the objective of the class. It is
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interesting that what transcends the classroom practice in this grade is the
environmental interest as a base factor of what we want to teach and learn, and a
further factor of what is built as a cultural and scientific value. In grade eleven, the
competence "Relates the structure of organic and inorganic molecules with their
physical and chemical properties in biotechnological processes to critically analyze the
implications of their uses and dynamics within ecosystems" promotes the cognitive
and active dimension, since this competence includes the private and daily
environmental behaviors involved in a biotechnological process. Therefore, with
respect to the factor of % of competences related to environmental awareness, this
subject plan has 100% and is presented as a strength. With respect to the vertical
coherence factor, the achievement of the two competences is adequate, the knowledge
of the natural sciences can be approached in a procedural way and above all,
environmental awareness is built from the cognitive and conative dimension towards
the active dimension, which is presented as a strength of the subject plan in this area.
Weakness: A weakness in the subject plan lies in the factor referring to the relationship
of performance indicators with respect to dimensions of environmental awareness
because there is only one indicator that states that the student "Designs and applies
strategies for waste management in the school" as a performance of the student's
knowledge. However, the other performance indicators are configured and focused on
the knowledge of chemical sciences without being related to environmental awareness,
which is configured as a weakness because only the conative dimension of
environmental awareness is promoted, but not the other dimensions that can be
focused from the other types of performance. In addition, the competence is focused
on the environment but the indicators are detached from this focus, so the horizontal
coherence of the subject plan is questionable. In addition, the indicators are not
related to the "Science, technology and society" process, so there is a disarticulation
with the national guideline.
For the tenth grade there are 21 performance indicators, none of which refer to the
environment, and for the eleventh grade there are 24 indicators, 3 of which refer to the
environment. The % of performance indicators related to environmental awareness of
this subject plan is related to environmental education and the development of
environmental awareness as a weakness.
Opportunities: The thematic axes or generative topics of tenth and eleventh grade can
keep a close relationship with the environment in order to develop environmental
awareness from the perspective of all its dimensions. In the subject plan, it is found
that the planning and formulation of such contents are carried out in the school
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planning and obey the rhythms of the group of students in development. Therefore, it
is offered as an opportunity that the generative topics in each unit keep an
environmental thematic closure.
Threat: The threat present in the subject plan is the exclusion of biological and physical
factors, which represents a disarticulation with the basic competency standards. The
biological factors by hourly intensity are contemplated up to the ninth grade, while the
physical processes are contemplated from the area of mathematics. Therefore, the
factor of articulation with the MEN is classified as a threat since it represents a
condition that, if not corrected, could represent a problem for the teaching of natural
sciences and environmental education as integrated areas with an interdisciplinary
approach.
Strength: The social sciences subject plan of Institución Educativa Ciudad de Ipiales
presents four competencies of which, one of them presents a completely
environmental approach that contemplates all the dimensions of environmental
awareness, for example: the cognitive dimension is developed to the extent that "water
and mining wealth" and "types of environmental degradation" are studied, the
affective dimension is framed from the problematic perspective of social sciences by
approaching this knowledge within the Colombian context and its conflict, the
conative dimension is developed by handling knowledge about the result of the
exploitation of such resources, and the active dimension is contemplated from the
critical perspective of social sciences through the understanding of the phenomenon
as a natural social scientist. As a corollary of the above, this represents a strength of
the plan because the articulation between the MEN guidelines, the subject plan and
environmental education is evident. The vertical and horizontal coherence of the
subject plan is presented by connecting in a procedural way the problems of the
country with the world problems by contextualizing in a general way the geography
and the Colombian and universal politics with the basic concepts of economy, politics
and state.
Weakness: Some performance indicators are completely related to the development of
environmental awareness such as "Identifies environmental problems in Colombia
and its methodological proposal in conflicts related to water", "Proposes solutions to
environmental problems" and "Demonstrates interest in environmental problems and
is interested in proposing solutions to these conflicts". However, this relationship with
environmental education is only covered during the first period. Therefore, about 30%
of these elements are focused on the development of CA.
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Opportunity: The thematic axes or generative topics of tenth and eleventh grade can
be closely related to the environment in order to develop environmental awareness
from the perspective of all its dimensions. In the subject plan, it is found that the
planning and formulation of such contents are carried out in the school planning and
obey the rhythms of the group of students in development. Therefore, it is offered as
an opportunity that the generative topics in each unit keep an environmental thematic
closure.
Threat: Despite the aforementioned strength, only one of the competencies is
connected to environmental education. Therefore, there are only 25% of competencies
related to the development of environmental awareness, which is conceived as a threat
within the matrix proposed by this work, since, if the subject plan is not homogeneous,
environmental education loses the possibility of being offered as something integral.
Reflection on the design of tenth and eleventh grade subject plans focused on the
development of the dimensions of environmental awareness
In this third closing spiral of the research, the reflection is carried out through a
collaborative action of the teaching staff whose scenario was organized and evaluated
from a focus group designed to guide teachers to build an interpretation of
environmental education from the subject plans that responds to the need evidenced
by the students participating in the research.
Given the particular conditions of the subject plan of the Ciudad de Ipiales Educational
Institution, from the reflective discussion with the teachers, parameters were
established under which the strategy could provide support to teachers in their
environmental education praxis and whose central effect would be the
environmentalization of the subject plans. It was concluded that the modifications
should define the grade, the period and the performance indicator where such
improvement is concentrated. The analysis of this discussion is presented below.
Based on the triangulation of the SWOT analysis of the second research cycle, the
reflection with teachers was conducted under the success strategy that identified that
the strengths presented by the Spanish curriculum with respect to vertical and
horizontal coherence should be maintained. Reading, writing and
argumentation/criticism can contribute to the development of the cognitive
dimension. One of the variables of low performance of environmental awareness
related to the performance indicators related to "being" states that "There is no
disposition to individual pro-environmental behaviors". Therefore, Spanish teachers
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state that the language curriculum can respond to this need from the performance
indicators of being and from the generative topics as follows:
In view of the success strategy proposed for the environmentalization of the
mathematics subject plan, the teachers conclude that although the articulation of the
mathematics subject plan with the basic standards of competencies can be taken
advantage of with the possibility of implementing the environmental problem from
the generative topics, a modification of the performance indicators can be made to
enhance mathematical thinking through the different mathematical systems that allow
the student to correlate different variables with the environmental consequences.
From the strategies resulting from the triangulation of the SWOT analysis that was
presented to the teachers as a guiding input in the reflection of the subject plan, the
environmentalization of the natural sciences subject plan was approached from the
articulation of what is proposed by the indicators of science, technology and society,
suggested by the basic standards of competencies, in such a way that from the natural
sciences the cognitive, conative and active principles that develop the
multidimensionality of environmental awareness are founded.
Due to the nature of the environmental problem, the natural sciences have the
cognitive framework that offers the necessary tools for the understanding of the
environmental problem. Within the curricular framework proposed by the Ciudad de
Ipiales Educational Institution, the processes related to science, technology and
society are not contemplated. Therefore, teachers decide to include within the
reformulation, performance indicators that relate these processes in order to ensure
the articulation with the basic standards of competence, in addition to offering the
inclusion of environmental issues.
Based on the strategies resulting from the SWOT analysis, teachers focus the
modifications of the social studies curriculum on the homogenization of
environmental issues throughout the tenth and eleventh grades as a consequence of
the socio-political dynamics of the Colombian state and globalization.
From the results obtained, the environmental awareness of tenth and eleventh grade
students can be categorized within the following positive aspects:
Tenth and eleventh grade students consider themselves informed about
environmental issues. Their environmental beliefs are based on a high degree of
ecocentrism and recognition of the limits of the biosphere, an environmental valuation
that conceives the environment as an important local and global problem, and a
considerable degree of responsibility within the institutional environmental problem.
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They are willing to receive information from different sources of communication and
to participate in environmental campaigns, and to have high and low-cost pro-
environmental behaviors.
The categories that can be improved lie in the following aspects: Students do not know
the nature of the school environmental project and do not recognize an institutional
environmental policy such as the management of the three R's rule and how to do the
separation of solid waste at the source. They do not consider that their daily activities
affect the environment. There is no disposition to individual pro-environmental
behaviors.
All the dimensions of environmental awareness can be approached from any element
of the subject plan of each of the areas of the educational institution city of Ipiales,
therefore, it is necessary to focus the research on the promoting and guiding axis of
the educational praxis and to understand which elements of the subject plans should
be improved, enhanced, modified or eliminated to ensure the development of
environmental awareness from an integrated environmental education.
The SWOT analysis of the subject plans helps to recognize their characteristics and to
offer strategies for their improvement. These strategies are determined according to
the weaknesses, strengths, opportunities or threats presented by the subject plans.
Success strategy: The strength of the Spanish subject plan is the vertical and horizontal
coherence, its coupling to the development of the articulating axes of textual
production, textual comprehension and interpretation, literature, media and
communication ethics. And the opportunity they present is the inclusion within the
performance indicators of being, that which is suggested from the basic standards of
competence, "Express in a coherent and respectful manner their positions in a text or
communicative situation" and the generative topic "The essay" within a context of
environmental approach. Environmental education from this area can be achieved
through the articulation between the knowledge of being expressed as "Express in a
coherent and respectful way their positions in front of a text or communicative
situation" and the generative topic "The essay" within a context of environmental
approach. In this way, during the teaching-learning process, the student can improve
the cognitive, affective and active dimension of environmental awareness, since the
argumentative text, reading and writing are addressed.
Adaptation strategy: The adaptation of the subject plan vis-à-vis environmental
education must be done because no performance indicator or generative topic focuses
on building a system of beliefs and knowledge vis-à-vis the environment. Again, the
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crossing of factors for adaptation constitutes a strategy that lies in the inclusion of a
performance indicator and a generative topic that enhances the cognitive dimension
of CA.
Reaction strategy: Given the analysis achieved, a reaction strategy to be achieved is the
reflective discussion of teachers about the aspects of the subject plan that can be
increased, exploited, decreased and neutralized, especially in relation to the
implementation of a performance indicator and a generative topic that focuses
teaching towards the development of CA.
Survival strategy: if the adaptations and potentialities that can be taken advantage of
from this subject plan are not assumed, the dimensions of environmental awareness
cannot be developed, in such a way that the cultural and educational aspect of the
institution's environmental problems cannot be effectively solved.
The mathematics curriculum aims to enhance mathematical thinking through the five
types of thinking: numerical, spatial, metric, random and variational. These thoughts
address different systems such as the numerical, measurement, geometric, data and
algebraic systems. Information and knowledge about environmental issues is
expressed through all these systems, for example, measurements of heavy metal
concentration, volume of plastic produced, environmental statistics and algebraic
systems that allow correlating a production variable with an environmental
consequence. Therefore, the strategies proposed in this paper are the following:
Success strategy: It is possible to take advantage of the articulation of the mathematics
subject plan with the basic competency standards with the possibility of implementing
environmental issues from the generative topics.
Adaptation strategy: Due to the body of the formal science of mathematics, the
competencies and indicators cannot be modified. However, an adaptation of the
subject plan can be made from the generative topics of the same.
Reaction strategy: immediate action is required to allow mathematics teachers to
include the environmental approach under the denomination of any of the
mathematical systems and thoughts from the generative topics of their subject.
Survival strategy: If the use of language and Spanish allows to approach the sensitivity
to environmental problems, mathematics allows the formal understanding of these
problems from which solutions can be proposed in such a way that the cognitive and
conative dimensions of environmental awareness can be developed in a better way.
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The natural sciences are at the forefront of knowledge about environmental problems.
However, within the subject plan, it presents certain incoherencies that must be solved
through the following strategies:
Success strategy: The competencies of the subject plan have an environmental focus.
However, it is necessary to include indicators and generative topics that bring students
closer to environmental issues and allow them to have a critical stance from the
cognitive and conative dimensions of their environmental awareness.
Adaptation strategy: It is necessary to couple performance indicators and generative
topics in order to ensure the development of the cognitive dimension of environmental
awareness. To this end, expressions such as should be included within the indicators:
Reaction strategy: The natural sciences plan orients the teaching of biological
processes up to ninth grade, for tenth and eleventh grade the teaching of chemical and
physical processes is planned. It is necessary that the competencies contemplated in
this subject plan include the processes related to the science, technology and society
component. To this end, it is necessary that teachers, in light of this evidence,
formulate a strategy that better articulates the subject plan with respect to the
standards and the requirements of environmental awareness.
Survival strategies: In the subject plan, the inclusion of science, technology and society
processes within the teaching of natural sciences should be reviewed.
The social sciences curriculum can address environmental issues from their social and
cultural aspects so that the conative and active dimensions of environmental
awareness are promoted. To this end, the following strategies are proposed:
Strategies for success: There is an articulation with the standards of competence that
includes the environmental issues of water resources. However, classroom practice
can be enhanced if the inclusion of generative topics that integrate environmental
issues is planned throughout the year and not only in the first period of the tenth grade.
Adaptation strategies: In order to adapt this subject plan, it is necessary to identify
which generative topics can be included in the subject plan in order to maintain the
homogeneity of the plan in relation to environmental issues.
Reaction strategies: it is necessary for teachers to determine which generative topics
and other competencies are plausible to modify or add to ensure that the conative and
active dimension of environmental awareness is developed.
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Survival strategy: it is necessary to modify the performance indicators and generative
topics within the planning in order to ensure the development of the environmental
awareness of the students of the Ciudad de Ipiales Educational Institution.
In order to make the modifications to the curriculum, the teachers recognized the
different dimensions of environmental awareness that had a low valuation within the
student context, and based on this reflection, they focused the modifications in such a
way that the environmental education proposed by the subject plans would allow, in
an interdisciplinary way, that the student manages to gather information and obtain
specific knowledge about the environment to build an ecocentric perspective that
values environmental seriousness that leads to assuming an environmental
responsibility that results in collective and individual participation in high and low-
cost activities that improve the environment. In this sense, the proposed modifications
are the following:
The teachers established that the integration of environmental education within the
educational praxis of Spanish that is carried out in the institution in tenth and eleventh
grade can contribute to the development of environmental awareness in the third
period and under the performance indicator of being, in addition, in particular the
following indications are presented: i) for tenth grade, the construction of the essay
can be focused, which is one of the topics to work on in third period, under the
contemplation of a work of the greats of the generation of 27, Federico García Lorca,
from the anthology "Poemas de la Vega" that collects the poet's environmental
aesthetics and from which, in addition, to build a literary appreciation can contribute
to develop the active dimension of environmental awareness since it invites to
deliberate in an argumentative and propositional way an environmental theme; ii) for
eleventh grade, we work on the different forms that language can use to construct
imaginaries, for example, the cinema. The proposal is that the student can assume a
personal position of respect in front of a documentary where the effects of the
consumerist excess of neoliberal politics are exposed and can compare them with the
conception of others, so that the student builds elements within their system of beliefs,
values and attitudes that are enshrined under the affective dimension of
environmental awareness.
In addition, performance indicators can be expanded to confirm and employ the use
of environmental knowledge through processes such as extending, relating,
comparing, generalizing, applying, constructing or reporting knowledge about the
environment as evidenced in cartoons, texts, stories, tales, theatrical scenes or posters.
Mathematics curriculum with an environmental focus for tenth and eleventh grades
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The mathematics teachers, in order to assume the success strategy of the subject plan,
reflected on the reformulation of the performance indicators of knowledge in order to
improve the educational praxis of mathematics in tenth and eleventh grades that allow
the student to approach an environmental problem that is expressed and understood
from the measurements of heavy metal concentration, the volume of plastic produced,
the environmental statistics and the algebraic systems that allow correlating a
production variable with an environmental consequence, so as to ensure the
adaptation of the teaching-learning process to an interdisciplinary environmental
education that integrates an environmental variable with an environmental
consequence, environmental statistics and algebraic systems that allow correlating a
production variable with an environmental consequence, in such a way as to ensure
the adaptation of the teaching-learning process to an interdisciplinary environmental
education that integrates, as a whole, a reality that interpellates all dimensions of the
human being, and that within environmental awareness, is configured as the cognitive
and conative dimension of environmental awareness. Therefore, two modifications of
the performance indicators are proposed, which are established as follows: i) for tenth
grade, the appropriation of the analytical elements of trigonometric functions is
proposed within the life cycles of products such as extraction of raw materials,
production, distribution and use of the final product until its possible reuse, recycling
or disposal, and its relationship with the affectation of the environment by industry,
In this way, the student, in addition to understanding the key concepts of
trigonometric functions, can understand the modeling of cyclic processes from
sinusoidal functions as a tool for the management of environmental problems that
promote the sustainability of resources.
The proposed modifications are focused from the perspective of mathematics as a tool
that allows the formal understanding of many problems from which solutions can be
proposed in such a way that the cognitive and conative dimensions of environmental
awareness can be developed in a better way. In addition, performance indicators can
be expanded to allow separating and organizing environmental problems into parts
through processes such as analyzing, categorizing, inferring, developing, producing,
planning or inventing solutions about the environment in poems, decomposing
arguments of environmental scientific articles and making models or graphs.
Natural science curriculum with an environmental focus for tenth and eleventh grade.
The teachers' reflections on the SWOT analysis and the improvement strategies are
reflected in the proposed modification that focuses on the inclusion of science,
technology and society indicators within the subject plan, a process that for years was
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conceived separately from the teaching of natural sciences and whose elements are
necessary for the development of environmental awareness. The need to assume the
strengthening of the cognitive dimension of environmental awareness from the
teaching-learning process that is built within the classroom. The environmental
problem has a great point of attention on the care and management of water resources,
and to assume positions on these processes is a fundamental purpose within
environmental education, on the other hand, the analysis of the potential of natural
resources and critical thinking on technological advances are fundamental for the
construction of a knowledge system that is the cognitive dimension of environmental
awareness, which can be separated from the system of beliefs, attitudes and values that
are the environmental awareness of the student as an active and proactive agent of his
educational community.
It should be clarified that the purpose of the modification made by the teachers by
including these indicators does not include an effect on the development of chemical
processes in the classroom, but rather they are offered as a pretext that allows the
student to expand the competencies of the natural sciences in environmental issues.
In addition, the performance indicators can be expanded to collect information and
achieve environmental knowledge through processes such as identifying, memorizing,
recognizing, selecting, writing and naming scientific environmental knowledge from
texts, films, newspapers and other sources of information accessible to students.
Social sciences curriculum with an environmental focus for tenth and eleventh grades
The teachers of the social sciences area reflect on the results of the SWOT analysis and
propose to assume a vertical coherence of the subject plans regarding environmental
education in such a way that throughout the three learning periods of the school year
the themes of environmental awareness are developed and from the performance
indicators of knowing and doing, a social, political and economic perspective of the
environmental problem is built with the student that bases a critical position of society
and the individual and their relationship with the ecosystem.
To that extent, the environmentalization of the subject plan or curricular
environmentalization is achieved through the disposition of environmental problems
as a symptom of the phenomena and dynamics of Colombian society and globalization,
which insert within the meaning of the student, a generational responsibility within
the construction of society from his classroom experience to his possibility as an active
subject of the social context and the challenges he assumes, which is configured as the
development of the affective and conative dimensions of environmental awareness.
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In addition, performance indicators can be expanded to allow them to make judgments
or take positions on their ideas, emotions and attitudes towards the environment
through processes such as evaluating, reporting, recommending, weighing,
considering and establishing high and low-cost pro-environmental attitudes in group
discussions, personal assessments and comparisons of individual and collective
activities of environmental impact.
Conclusions
The categorization of environmental awareness can be adapted to the research exercise
without losing the statistical validity needed to adapt the educational practice to a
population that within the institution is not always the same and is subject to all the
social, economic and political factors of the institutional context, in correspondence to
a dialogue with the students that provides its own horizon towards which to direct the
institutional educational practice.
The analysis of weaknesses, opportunities, strengths and threats of the subject plans
is a very thorough reflective exercise that made it possible to identify the factors and
relationship strategies that enhance the subject plans from an environmental
perspective that achieves interdisciplinarity without sacrificing the depth of the
competencies of the different areas.
Finally, the reflective exercise of discussion with teachers is the culminating edge of
the scenario of actions that lead to the construction of subject plans that focus on
environmental education as a metacognitive process that addresses problems
characteristic of each dimension of environmental awareness from the different areas
of knowledge through performance indicators that derive in classroom practices that
allow the student to gather information and obtain specific knowledge about the
environment to build an ecocentric perspective that values environmental gravity and
leads to assume a responsibility for the environment. performance indicators that
derive in classroom practices that allow the student to collect information and obtain
specific knowledge about the environment to build an ecocentric perspective that
values environmental gravity and leads to assume an environmental responsibility of
collective and individual participation in high and low cost activities that improve the
environment.
Based on the above, the orientation of an integral and interdisciplinary environmental
education is made possible, leading to classroom practices that develop processes that
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provide solutions to the different problems addressed in the dimensions of
environmental awareness.
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