Program for the training of knowledge and skills on conservation and
protection of the environment
Programa para la formación de conocimientos y habilidades sobre conservación y
protección del medio ambiente
Marlene Julissa García Vilca
Master's Degree in University Teaching and
Management, Universidad Nacional Pedro Ruiz
Gallo
Lambayeque Peru
marlenegavil@gmail.com ORCID: 0000-0003-2037-
9954
Joel Núñez Mejía
Master in Applied Mathematics, Universidad
Nacional Pedro Ruiz Gallo, Lambayeque, Peru,
jonume_230@hotmail.com, ORCID: 0000-0002-
7959-3608,
Anderson Jorge Robles Silva
Master of Science in Education; Universidad Enrique
Guzmán y Valle, Lima Peru
andersonroblessilva@gmail.com ORCID: 0000 -
0002 - 9330 - 9642
Juan Manuel Mickle Neyra
Master in Education, Universidad Cesar Vallejo,
Lima Perú, mickleneyraj@gmail.com; ORCID:
0000-003-3199-4004
marlenegavil@gmail.com
Abstract
The main objective of this article is to design a theoretical
proposal of transversal contents in the primary level
curriculum in the area of Science, Technology and
Environment, on conservation and protection of the
environment based on the Didactic Theory of Dr. Carlos
Álvarez de Zayas, starting from the teaching-learning
process and the different categories or components of
didactics. This Proposal contains strategies that will allow
qualitative changes in the development of the capacities
and abilities in the area of C.T.A. and in the learning
results of the students. At present our environment is
threatened and is slowly deteriorating, especially if we do
not contribute to its care from the formation of
professionals in education. That is why we propose a
change and it should start in the classroom, directly with
the students, we teachers are responsible for reaching our
students by providing them with real and interesting
topics so that they gradually change their attitude and can
be more responsible and considerate of others, avoiding
further damage to our environment in which we live.
Key words: Knowledge, skills, Conservation and
Environment.
http://centrosuragraria.com/index.php/revista, Published by: Edwards Deming
Institute, Quito - Ecuador, July - September vol. 1. Num. 9 2021, This work is
licensed under a Creative Commons License, Attribution-NonCommercial-
ShareAlike 4.0 International. https://creativecommons.org/licenses/by-nc-
sa/4.0/deed.es
Received February 09, 2020
Approved: March 14, 2021
Garcia et al.
July - September vol. 1. Num. 9 2021
35
Resumen
El presente artículo tiene por objetivo principal de diseñar una propuesta teórica de contenidos
transversales en el currículo de nivel primario en el área de Ciencia, Tecnología y Ambiente, sobre
conservación y protección del medio ambiente con fundamento en la Teoría Didáctica del Dr. Carlos
Álvarez de Zayas, partiendo del proceso enseñanza-aprendizaje y las diferentes categorías o
componentes de la didáctica. Esta Propuesta contiene estrategias que van a permitir cambios cualitativos
en el desarrollo de los capacidades y habilidades del área de C.T.A y en los resultados de aprendizaje
de los estudiantes. En la actualidad nuestro medio ambiente se encuentra amenazado y se está
deteriorando lentamente, sobre todo si nosotros no aportamos en su cuidado desde la formación de
profesionales en la educación. Es por eso se propone un cambio y se debe empezar por las aulas,
directamente con los alumnos, los profesores somos responsables de poder llegar a nuestros estudiantes
brindándoles temas reales y de interés para que ellos poco a poco cambien de actitud y puedan ser más
responsables y considerados con los demás evitando dañar más a nuestro medio en el que vivimos.
Palabras clave: Conocimientos, habilidades, Conservación y Medio Ambiente.
Introduction
For a long time we have sought to explain the reason for things, we have filled ourselves with
knowledge to reach knowledge that will lead us to an increasingly better quality of life.
However we have reached a lot of information of how to do, what to do, why it is done. Sanchez
& Martinez, (2018) knowing that today we seek in addition to the man-man interrelationship,
that of man-nature, thus creating a series of both favorable and unfavorable consequences.
Technology advances and that knowledge increases, and it is reflected, many times, thoughts
in acts. But the technological progress that man achieves, translates into new problems, which
we do not deal with and many do not take into account the pollution of the elements: air, soil
and water that directly and indirectly affect nature and therefore man Alejandre, (2014).
It is important to remember that at present there are institutions and organizations that seek to
maintain the balance between nature and mankind, for this reason it is presented for anyone
who is interested in information about what the student population knows about environmental
conservation.
The importance of the work is that for the first time the degree of knowledge and skills of the
student population of the Professional School of Education - FACHSE Primary Level will be
measured, results that will serve to improve the quality of education in terms of knowledge and
skills on the conservation of their environment.
In addition to initiating in them a conscious participation in the care and protection of their
environment and involving them in its constant care, the key to environmental care is in saving
and consideration. That is, in not wasting resources (such as water or green areas) from which
others can benefit and thus contribute to the balance of the planet and ultimately to a common
benefit, Castañeda, (2014) in his article, aims to study the relationship between knowledge and
skills on environmental conservation, explaining how much they know and what attitudes
students assume before the vision of the environmental reality in our department.
For (Parra & Cámara, 2017, p. 90) indicates that it reflects the problem in the students of the
Primary Level of the EPE - FACHSE; they demonstrate to possess insufficient knowledge and
minimal development of skills on conservation and protection of the environment, which is
manifested through permissive and negative attitudes towards protection; these appreciations
are based on empirical observations during class hours and intermediate moments. The object
of study is the process of professional training in the area of science, technology and
environment in the professional school of education FACHSE.
For which we focus on the following main objective which is to propose a program that
strengthens the development of knowledge and skills on conservation and environmental
protection in students of the primary specialty of the professional school of the FACHSE.
Among the specific objectives we will analyze the current curriculum of the university, which
is an average of eleven years old, and the current syllabus of the academic semester 2009 - I of
the area of Science, Technology and Environment of the primary level, review the didactic and
curricular theories and the current theory of the Society - Nature Conception, and finally
propose the program of Transversal Contents. The field of action is in the program for the
development of knowledge and skills on conservation and protection of the environment in the
students of the primary level of the Professional School of Education - FACHSE of the National
University Pedro Ruiz Gallo.
In the Education Curriculum, in the area of Science, Technology and Environment, there are
insufficiencies in the precision of the expected learning, contents and methods linked to the
development of knowledge and skills foreseen for the different areas, as well as the contribution
of science, technology and environment in the formation of students, lacking at the same time
a strategy that allows for a scientific solution to the problem of formation, conservation and
protection of the environment.
Durán-García's research (2014) indicates that it is based on the conception that the student is
the subject of his learning, participating actively and consciously in his teaching-learning
process, where he sets goals and purposes, defines his problems together with his teachers, in
a dynamic where priority is given to learning.
Materials and methods
The following types and designs of research will be used in this research:
The research is of a basic type, the basic characteristics of qualitative studies can be
summarized in that they are basic research centered on the subjects, which adopt the
perspective inside the phenomenon to be studied in an integral or complete manner. The inquiry
Garcia et al.
July - September vol. 1. Num. 9 2021
37
process is inductive and the researcher interacts with the participants and with the data, seeking
answers to questions that focus on social experience, how it is created and how it gives meaning
to human life. According to (Álvarez-BorrotoBorrotoet al., 2017, p.56) it is descriptive design,
since this research aims to specify characteristics and properties of concepts, variables,
phenomena or facts in a certain context. According to Escamilla et al., (2016). According to
the data analyzed; the present research is of Qualitative approach since the objective of
qualitative research is to provide a research methodology that allows us to understand the
complex world of the lived experience from the perception of the people who live it according
to (Fernandez, 2018, p. 21)
A census population was used, the total population was selected, comprising 98 students of
cycles III, V and VII of the EPE-Primary Specialty. The ages ranged from 17 to 26 years old.
The technique used was the survey; as a statistical method, descriptive statistics was applied
for the levels of the variables, dimensions and inferential statistics for the contrast of
hypotheses. In the stage of elaboration of the Transversal Contents Program, the tasks were
the following:
- To elaborate and propose a Program of Transversal Contents based on the study of the
Didactic Theory sustained by Dr. Calos Alvarez de Zayas, for the development of knowledge
and abilities in the area of Science, Technology and Environment.
- Select the methods, techniques, the set of means and educational materials that will allow the
application of the Didactic Theories.
- To elaborate a set of contents and strategies on which the learning dynamics are based for the
elaboration of the Transversal Contents Program for the area of Science, Technology and
Environment for students of the primary school specialty.
- The FACHSE has 1158 students in the entire Faculty of Education, of which the students of
the primary specialty are 214 students, the III, V and VII cycle are the students who
collaborated in the survey are a total of 98 students, data that will help us to develop a cross-
cutting content program in the curriculum and to measure the degree of knowledge and skills
they have.
Result
Descriptive statistics were applied for the levels of variables and dimensions and inferential
statistics for hypothesis testing. Of the three teachers in charge of teaching the Science and
Technology Area (CTA), only two responded to the interview.
Regarding the curricular aspect, specifically the CTA Area Summary, the teachers recognized
that it does not exist, because it is 11 years old and is a copy of what was proposed by the
Ministry of Education. Regarding the syllabi, teachers point out that since there are no
summaries to guide their contents, they resort to their professional experience, seek a logical
development, and also consult the students beforehand and evaluate the contents at the end of
the cycle.
The teachers consulted on what other topics of social, global and national interest should be
included in the curriculum said: Teaching about the environment should be based on values. In
education: Knowing the elements of the environment, identifying its problems and taking care
of its resources. Teachers must master two methodologies; one in terms of the area and the
other in terms of teaching it to students.
Regarding the question about which competencies should be developed in students, the
answers were divided, Professor Sanchez said, "I do not agree that we should work based on
competencies, they should be modified and work based on objectives that are more appropriate.
Professor Rodas stated: For me, three basic competencies should be worked on:
Scientific Competencies:
Mastery of the sciences
Science education
Emotional Competencies:
Relationships, contacts, teamwork, group work, etc.
Core Competencies:
Reading proficiency, logical reasoning, verbal reasoning, etc. (Question 8).
Regarding the proposed theme of care and conservation of the environment, they pointed out:
Yes, we must work, but in terms of the Curricular Structure, and I always instill this in my
students, we make posters, banners, etc.
On the other hand, Professor Rodas said: "Students are encouraged to make guided visits to
different tourist areas of our department, such as Motupe, Olmos, Chaparri, etc.
Likewise, they consider that the proposal to work on environmental care and conservation as
cross-cutting content in the different cycles of the CTA Area is innovative.
According to the final question on what; conceptual, procedural and attitudinal aspects in the
area of CTA should be incorporated in the training process of the future teacher (University
student). 50.5% did not answer, training in values and developing skills, conducting workshops
in the laboratory and didactic field trips, redesigning the curriculum with values, encouraging
research, predisposition and appreciation, developing topics to know the environment and be
Garcia et al.
July - September vol. 1. Num. 9 2021
39
able to take care of it, implementing a good laboratory, raising awareness to develop good work
plans, 3.2% respectively.
Use laboratories, guided visits and innovative methods, Conduct field work more often,
Encourage knowledge of the region, Conduct field work more often, Encourage knowledge of
the region, Develop ecological topics with appropriate methods and techniques, Encourage
care of the environment through projects; among others.
Criticism: A high percentage of respondents indicated that the CTA curriculum is in line with
conceptual, procedural and attitudinal aspects; however, they did not express an opinion on
which aspects should be improved.
The article reflects that the problem in the students of the Primary Level of the EPE - FACHSE;
demonstrate insufficient knowledge and minimal development of skills on conservation and
protection of the environment, which is manifested through permissive and negative attitudes
towards protection; these appreciations are based on empirical observations during class hours
and intermediate moments.
The object of study is the process of professional training in the area of science, technology
and environment in the professional school of education FACHSE.
For which we focus on the following main objective which is to propose a program that
strengthens the development of knowledge and skills on conservation and environmental
protection in students of the primary specialty of the professional school of the FACHSE.
Among the specific objectives we will analyze the current curriculum of the university that has
an average of eleven years old and the current syllabus of the academic semester 2009 - I of
the area of Science, Technology and Environment of the primary level, review the didactic and
curricular theories and the current theory Concepción Sociedad - Naturaleza and finally
propose the program of Transversal Contents.
The field of action is in the program for the development of knowledge and skills on
conservation and environmental protection in primary school students of the Professional
School of Education - FACHSE of the National University Pedro Ruiz Gallo.
In the Education Curriculum, in the area of Science, Technology and Environment, there are
insufficiencies in the precision of the expected learning, contents and methods linked to the
development of knowledge and skills foreseen for the different areas, as well as the contribution
of science, technology and environment in the formation of students, lacking at the same time
a strategy that allows a scientific solution to the problem of formation, conservation and
protection of the environment. The conception that the student is the subject of his learning,
participating actively and consciously in his teaching-learning process, where he sets goals and
purposes, delimits his problems together with his teachers, in a dynamic where priority is given
to learning.
The hypothesis of the research is that if a program of Transversal Contents in the Curriculum
based on the Didactic Theory of Dr. Carlos Alvarez de Zayas is designed and proposed for
students at the Primary Level, then the development of knowledge and skills on conservation
and protection of the environment in the subject of Science, Technology and Environment
would be achieved. In Peru, the educational model is a competency-based model, especially
in public universities. López et al., (2017) concluded the importance of critical thinking as a
competence within the activities that favor the development of the university student, which
leads to see the relevance of critical thinking in the field of higher education; it is here the
present work, tries to contribute to give validity to this construct in educational practice thus
answering the concern of (Davó-Blanes et al., 2018, p. 34).
Conclusions
In the Faculty of Historical, Social Sciences and Education of the Pedro Ruiz Gallo National
University, students show a positive relationship between their knowledge and skills about
environmental conservation, that is to say, their knowledge is put into practice and they show
a lifestyle. However, it should be noted that if they had more theoretical and practical training,
their knowledge and skills would be much greater. The students of the Faculty of Historical,
Social Sciences and Education of the National University Pedro Ruiz Gallo, have medium level
knowledge about environmental conservation, which allows them to inform about
Environmental Education, Sustainable Development and others, however, being future
teachers, the expected level should be high, in order to be able to transmit this information to
their students.
The students of the School of Historical, Social Sciences and Education have different skills in
relation to Environmental Conservation, capable of carrying out projects, events, campaigns,
district participation, exercising functions, ethical responsibility and values. The students who
were interviewed in this research have different curricular formations, which leads us to think
that there is a deficiency in their formation, which is manifested in the average level reached
by the students. In the current curriculum, for example, the subject of Environmental Education
is no longer taught, unlike students between the fifth and tenth cycles.
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