PLANTEL 21-A TLALIXTAQUILLA, GRO.
L.E.F.D. MAGDIEL SILVA GUZMAN
School Community Project
Empezar
Resumen
This research work was carried out in 2020, during the pandemic, with a convenience sample, and its objective was to evaluate the level of sustainability of a general secondary school located in Las Vigas, Guerrero, Mexico. The study was divided into three parts. The first consisted of the analysis of the degree of linkage of the 2011 Basic Education Curriculum of the Ministry of Public Education with sustainability; The second, a survey was applied to teachers and students to identify environmental knowledge, and the third is related to the application of an environmental audit focused on identifying the main problems and needs of the school. The results demonstrated a poor connection of the 2011 Curriculum with the environmental dimension, a partial connection with the social dimension and a strong connection with the economic dimension. In the survey, students showed greater environmental knowledge than teachers, but, even so, a low level of generalized commitment to the rational use of natural resources was identified. The environmental audit shows problems in the disposal of tap water, bathrooms in poor condition, care of drainage facilities, scarce electrical wiring and very few urban solid waste management actions. Due to all of the above, it was concluded that the school has a low level of compliance with sustainability.
7- Appendices
6- Operational plan
5- General design
4- Objetive and scope
3- Index
2- Summary
1- Front page
Esto es un ÍNDICE
8- Consult the evaluation rubric provided to guide your work.
Introduction
Education for sustainable development is a lifelong learning process. The United Nations Educational, Scientific and Cultural Organization [UNESCO] (2021) points out that it can help develop knowledge, skills, attitudes and values in people of all ages anywhere in the world in a multidimensional way. In 1995, UNESCO itself presented education for sustainable development as a new field of study that incorporates the social dimension into the environmental one, which makes it more critical and participatory. This global proposal includes the ethical and political aspect, and the urgency to carry out actions to promote economic, ecological, social and cultural sustainability (Nay and Febres, 2019). The purpose of this type of education is to transform certain behaviors that are carried out both collectively and individually to strengthen the possibility of achieving the Sustainable Development Goals (SDG) (Nay and Febres, 2019).
+ info
The study is divided into three stages. The first of them consisted of the review of the 2011 Study Plan to search for information that allows measuring the degree of link that this document has with different dimensions of sustainability. An instrument of its own design was used that distinguishes 12 curricular components considered important for the comprehensive training of students with critical thinking and responsible commitment to the environment. The instrument has a Likert scale with four response options: 4 = It is very linked (to sustainability), 3 = Partially linked, 2 = Little linked and 1 = Not at all linked. The instrument was printed in triplicate and a different use was given to each of the three printouts and its 12 points to be investigated. One of the impressions was used to analyze the environmental dimension (personal and collective behaviors and the state of the school), another was intended for the social dimension (responsibility for the common well-being, respect, safety and quality of life) and With the third, the economic dimension was reviewed (costs considered for the development, administration, maintenance and management of activities). The criterion used to assign a value to each dimension was the number of times words or ideas referring to each curricular component were mentioned.
Objective and scope
+ info
General design
In the student surveys, it stands out that this population group expresses greater willingness than teachers to carry out activities that contribute to the care of the environment, in terms of the environmental dimension. Regarding the social dimension, there is a negative result in general, specifically, with regard to tolerance of different people, a weakness is shown. In the economic dimension, the percentage was above the average, and in particular, in relation to the activities of collecting polyethylene terephthalate (PET) and screw caps to generate a resource that is used in the same school. In the environmental health dimension, like teachers, the percentage remained low; The respondents point out that there is a need for cleanliness in the school facilities and that it is necessary to promote healthy habits in food consumption and generate a culture of personal hygiene. Finally, it was observed that, in the education dimension, students showed a more positive attitude towards the environment compared to teachers. The observation remains that it is necessary to include environmental topics in their classes.
Operational plan
The dimensions of sustainability analyzed in the surveys applied to teachers and students showed similar results, although it is observed that students have a greater commitment compared to their teachers, especially in the environmental dimension, where the difference is more evident. with 23% in favor of the students. Taking into account Tovar's (2021) observation of the need for teachers to encourage students to change their reality to preserve the environment, the need for teacher training is evident so that together they achieve an optimal level of sustainability. However, an educational intervention of this type must be planned carefully, because, in some studies on school environmental projects, the school community is not willing to change or transform the scenario in which it finds itself (Restrepo, 2013).
Secciones como esta te ayudarán a poner orden
- Genially
Appendices
The investigation revealed that the 2011 Curriculum was found to have little connection with the environmental dimension in the curricular components, so it is necessary to include it in it, with the purpose of teachers taking ownership of the topic and developing activities with students. that contribute to the care of the environment. It was found that teachers must develop knowledge of the dimensions of sustainability. Therefore, it is important that training be carried out in order to strengthen them in environmental issues, as well as environmental health, and how to address it in their daily classes. It was observed that the students present knowledge of the problems of their environment and attitude to develop actions that contribute to the care of the environment. However, it is necessary to strengthen the other dimensions of sustainability, for comprehensive training. This study lays the foundation for future research in secondary schools so that students achieve autonomous, interdisciplinary and transdisciplinary learning at all educational levels. All the information obtained through carrying out this study can be used as a reference point to design and implement environmental education programs or education for sustainable development, as described by UNESCO. A lifelong learning process that can help develop knowledge, skills, attitudes and values in people of all ages in a multidimensional way.
Consult the evaluation rubric provided to guide your work.
The present research had a limited sampling due to the health contingency, so it is considered to expand the field of study in different schools in similar situations. Even so, the results of the surveys can contribute to the design of a socio-environmental education program that allows the actors in the educational process to generate environmental competencies that contribute to the preservation of the environment of the community under study, as well as to the design of a teacher training program that provides them with tools so that they can integrate education for Sustainable development into their daily work. The use of regular environmental audits is recommended so that the actors in the educational process monitor the environmental status of their school and can implement strategies that contribute to caring for the environment.
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the School Community Project
Prof. Magdiel Silva Guzman
Created on June 29, 2024
To carry out the School Community Project, you should consider the following: Download the Genially application | Genially Tutorial | Design a School Community Project with Genially that includes the following sections: Introduction Objective and scope General design Operational plan Appendices Con
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Transcript
PLANTEL 21-A TLALIXTAQUILLA, GRO.
L.E.F.D. MAGDIEL SILVA GUZMAN
School Community Project
Empezar
Resumen
This research work was carried out in 2020, during the pandemic, with a convenience sample, and its objective was to evaluate the level of sustainability of a general secondary school located in Las Vigas, Guerrero, Mexico. The study was divided into three parts. The first consisted of the analysis of the degree of linkage of the 2011 Basic Education Curriculum of the Ministry of Public Education with sustainability; The second, a survey was applied to teachers and students to identify environmental knowledge, and the third is related to the application of an environmental audit focused on identifying the main problems and needs of the school. The results demonstrated a poor connection of the 2011 Curriculum with the environmental dimension, a partial connection with the social dimension and a strong connection with the economic dimension. In the survey, students showed greater environmental knowledge than teachers, but, even so, a low level of generalized commitment to the rational use of natural resources was identified. The environmental audit shows problems in the disposal of tap water, bathrooms in poor condition, care of drainage facilities, scarce electrical wiring and very few urban solid waste management actions. Due to all of the above, it was concluded that the school has a low level of compliance with sustainability.
7- Appendices
6- Operational plan
5- General design
4- Objetive and scope
3- Index
2- Summary
1- Front page
Esto es un ÍNDICE
8- Consult the evaluation rubric provided to guide your work.
Introduction
Education for sustainable development is a lifelong learning process. The United Nations Educational, Scientific and Cultural Organization [UNESCO] (2021) points out that it can help develop knowledge, skills, attitudes and values in people of all ages anywhere in the world in a multidimensional way. In 1995, UNESCO itself presented education for sustainable development as a new field of study that incorporates the social dimension into the environmental one, which makes it more critical and participatory. This global proposal includes the ethical and political aspect, and the urgency to carry out actions to promote economic, ecological, social and cultural sustainability (Nay and Febres, 2019). The purpose of this type of education is to transform certain behaviors that are carried out both collectively and individually to strengthen the possibility of achieving the Sustainable Development Goals (SDG) (Nay and Febres, 2019).
+ info
The study is divided into three stages. The first of them consisted of the review of the 2011 Study Plan to search for information that allows measuring the degree of link that this document has with different dimensions of sustainability. An instrument of its own design was used that distinguishes 12 curricular components considered important for the comprehensive training of students with critical thinking and responsible commitment to the environment. The instrument has a Likert scale with four response options: 4 = It is very linked (to sustainability), 3 = Partially linked, 2 = Little linked and 1 = Not at all linked. The instrument was printed in triplicate and a different use was given to each of the three printouts and its 12 points to be investigated. One of the impressions was used to analyze the environmental dimension (personal and collective behaviors and the state of the school), another was intended for the social dimension (responsibility for the common well-being, respect, safety and quality of life) and With the third, the economic dimension was reviewed (costs considered for the development, administration, maintenance and management of activities). The criterion used to assign a value to each dimension was the number of times words or ideas referring to each curricular component were mentioned.
Objective and scope
+ info
General design
In the student surveys, it stands out that this population group expresses greater willingness than teachers to carry out activities that contribute to the care of the environment, in terms of the environmental dimension. Regarding the social dimension, there is a negative result in general, specifically, with regard to tolerance of different people, a weakness is shown. In the economic dimension, the percentage was above the average, and in particular, in relation to the activities of collecting polyethylene terephthalate (PET) and screw caps to generate a resource that is used in the same school. In the environmental health dimension, like teachers, the percentage remained low; The respondents point out that there is a need for cleanliness in the school facilities and that it is necessary to promote healthy habits in food consumption and generate a culture of personal hygiene. Finally, it was observed that, in the education dimension, students showed a more positive attitude towards the environment compared to teachers. The observation remains that it is necessary to include environmental topics in their classes.
Operational plan
The dimensions of sustainability analyzed in the surveys applied to teachers and students showed similar results, although it is observed that students have a greater commitment compared to their teachers, especially in the environmental dimension, where the difference is more evident. with 23% in favor of the students. Taking into account Tovar's (2021) observation of the need for teachers to encourage students to change their reality to preserve the environment, the need for teacher training is evident so that together they achieve an optimal level of sustainability. However, an educational intervention of this type must be planned carefully, because, in some studies on school environmental projects, the school community is not willing to change or transform the scenario in which it finds itself (Restrepo, 2013).
Secciones como esta te ayudarán a poner orden
- Genially
Appendices
The investigation revealed that the 2011 Curriculum was found to have little connection with the environmental dimension in the curricular components, so it is necessary to include it in it, with the purpose of teachers taking ownership of the topic and developing activities with students. that contribute to the care of the environment. It was found that teachers must develop knowledge of the dimensions of sustainability. Therefore, it is important that training be carried out in order to strengthen them in environmental issues, as well as environmental health, and how to address it in their daily classes. It was observed that the students present knowledge of the problems of their environment and attitude to develop actions that contribute to the care of the environment. However, it is necessary to strengthen the other dimensions of sustainability, for comprehensive training. This study lays the foundation for future research in secondary schools so that students achieve autonomous, interdisciplinary and transdisciplinary learning at all educational levels. All the information obtained through carrying out this study can be used as a reference point to design and implement environmental education programs or education for sustainable development, as described by UNESCO. A lifelong learning process that can help develop knowledge, skills, attitudes and values in people of all ages in a multidimensional way.
Consult the evaluation rubric provided to guide your work.
The present research had a limited sampling due to the health contingency, so it is considered to expand the field of study in different schools in similar situations. Even so, the results of the surveys can contribute to the design of a socio-environmental education program that allows the actors in the educational process to generate environmental competencies that contribute to the preservation of the environment of the community under study, as well as to the design of a teacher training program that provides them with tools so that they can integrate education for Sustainable development into their daily work. The use of regular environmental audits is recommended so that the actors in the educational process monitor the environmental status of their school and can implement strategies that contribute to caring for the environment.
¿Tienes una idea?
Con las plantillas de Genially podrás incluir recursos visuales para dejar a tu audiencia con la boca abierta. También destacar alguna frase o dato concreto que se quede grabado a fuego en la memoria de tu público e incluso embeber contenido externo que sorprenda: vídeos, fotos, audios... ¡Lo que tú quieras!
¿Tienes una idea?
Con las plantillas de Genially podrás incluir recursos visuales para dejar a tu audiencia con la boca abierta. También destacar alguna frase o dato concreto que se quede grabado a fuego en la memoria de tu público e incluso embeber contenido externo que sorprenda: vídeos, fotos, audios... ¡Lo que tú quieras!