Aula en el Bosque, an environmental education program for the Costa Rican tropical forest: effect on students and teacher opinions
DOI:
https://doi.org/10.22458/urj.v10i2.2164Keywords:
Playful-didactic, constructivist education, evaluation, environmental educationAbstract
Aula en el Bosque (“Classroom in the Forest”) has over 3 000 preschool and elementary school students. We applied pre and post-tests to one school per level, and to one control school. The evaluation process was in three phases: A. assessment of student comprehension and implication on the resolution of environmental issues. B. In situ development of the program in real time. C. Teachers perception of program reach. The students exposed to the program developed their own knowledge of the official curriculum, and strenghtened especially values and environmental attitudes, as confirmed by the teachers.References
Ávila, M., Calatayud, M. A., Cantón, I., Castillo, S., & Zaitegui, N. (2010). La evaluación como proceso sistemático para la mejora educativa. España: Ministerio de Educación Cultura y Deporte.
Blum, N. (2008). Environmental education in Costa Rica: Building a framework for sustainable development. International Journal of Educational Development, 28(3), 348-358. doi:10.1016/j.ijedudev.2007.05.008
Castro, E., & Balzaretti, K. (2000). La educación ambiental no formal posibilidades y alcances. Revista Educar, 13, 53-60.
Colón Ortiz, A. (2011). La Educación Ambiental: una herramienta para la protección y conservación del entorno. Revista 360◦, 6, 1-5.
de Castro Cuéllar, A., Cruz Burguete, J., & Ruiz-Montoya, L. (2009). Educar con ética y valores ambientales para conservar la naturaleza. Convergencia, 16(50), 353-382.
Espejel, E., Castillo, I. y Martínez de la Fuente, H. (2011). Modelo de educación ambiental para el nivel medio superior, en la región Puebla-Tlaxcala, México: un enfoque por competencias. Revista Iberoamericana de Educación, 55(4), 1-13.
Guier, E., M. Rodríguez y M.E. Zúñiga. (2000). Didáctica ambiental. San José, Costa Rica: EUNED.
Hannaford, C. (2008). Aprender moviendo el cuerpo. México DF, México: Pax.
Henao, G., Ramírez, C., & Ramírez, L. (2007). Las prácticas educativas familiares como facilitadoras del proceso del desarrollo del niño y la niña. AGO.USB Medellín-Colombia, 7(2), 199-385.
Hernández, M. (2013). Evaluación del programa de educación ambiental formal “Aula al aire libre” Reserva Los Coyotes. Revista Electrónica Actualidades Investigativas en Educación, 13(2), 1-32.
Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why do people act environmentally and what are the barriers to pro environmental behavior. Environmental Education Research, 8(3), 239‐260.
Leopold. L., Clarck, F., Hanshaw, B., & Balsley, J. (1971). A procedure for evaluating environmental impact. Washington DC: Geological Survey Circular 645.
Martínez, M. (1999). El enfoque socio cultural en el estudio del desarrollo y de la educación. Revista Electrónica de Investigación Educativa, 1(1), 17-36. Recuperado de: http://www.redalyc.org/html/155/15501102/.
Monroe, M. C. (2010). Challenges for environmental education evaluation. Evaluation and Program Planning, 33(2), 194-196. doi: 10.1016/j.evalprogplan.2009.07.012
Salazar, E. (2015). Inventario de Gases efecto invernadero de las escuelas primarias de Belén, Heredia, Costa Rica. UNED Research Journal, 7(2), 193-200.
Thomson, G., Hoffman, J., & Staniforth, S. (2010). Measuring the Success of Environmental Education Programs. Ottawa: Canadian Parks and Wilderness Society and Sierra Club of Canada.
Tintoré, J. (2006). Investigación, medio ambiente y sostenibilidad: el Nuevo papel de la ciencia y la contribución del IMEDEA. Ambienta, 53, 59-63.
UNESCO. (2004). Esquema Internacional de Implementación para la Década de Educación para el Desarrollo Sostenible. UNESCO.
Vosniadou, S. (2001). How children learn. Brussels, Belgium: International Academy of Education.
Zimmermann, M. (2005). Ecopedagogía: el planeta en emergencia. Bogotá, Colombia: Ecoe.
Published
How to Cite
Issue
Section
License
Note: This abstract contains an incorrect copyright due to technical issues. Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
All journal contents are freely available through a CC BY 4.0 license.
CC BY 4.0 is a Creative Commons: you can copy, modify, distribute, and perform, even for commercial reasons, without asking permission, if you give appropriate credit.
Contents can be reproduced if the source and copyright are acknowledged according to the Open Access license CC BY 4.0. Self-storage in preprint servers and repositories is allowed for all versions. We encourage authors to publish raw data and data logs in public repositories and to include the links with all drafts so that reviewers and readers can consult them at any time.
The journal is financed by public funds via Universidad Estatal a Distancia and editorial independence and ethical compliance are guaranteed by the Board of Editors, UNED. We do not publish paid ads or receive funds from companies.