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 número44EXPERIENCIAS EXITOSAS DE EDUCACIÓN AMBIENTAL EN LOS JÓVENES DEL BACHILLERATO DE TLAXCALA, MÉXICOEVALUACIÓN DE LA GESTIÓN DE RESIDUOS PELIGROSOS (RESPEL) Y SUS IMPLICACIONES EN EL DESARROLLO SOSTENIBLE DE LAS ACTIVIDADES PRODUCTIVAS EN CINCO MUNICIPIOS DEL DEPARTAMENTO DEL QUINDÍO, COLOMBIA índice de autoresíndice de materiabúsqueda de artículos
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Luna Azul

versión impresa ISSN 1909-2474

Resumen

VILLADIEGO-LORDUY, Jorge; HUFFMAN-SCHWOCHO, Dennis; GUERRERO GOMEZ, Stalyn  y  CORTECERO-BOSSIO, Adolfo. PEDAGOGICAL BASIS FOR GENERATING A NON-FORMAL ENVIRONMENTAL EDUCATIONAL MODEL. Luna Azul [online]. 2017, n.44, pp.316-333. ISSN 1909-2474.  http://dx.doi.org/10.17151/luaz.2017.44.19.

The purpose of this article is to establish the most appropriate pedagogical basis for the formulation of a non-formal educational model for the protection of the Bañó and Los Negros wetlands, using previous studies on environmental assessment and identification of the factors which influence negative environmental conduct. Meaningful learning, andragogy and the systemic focus for teaching are defined as pedagogical elements. A conceptualization of environmental education in its different levels -formal, non-formal and informal- were also developed. From significant learning and the need to relate new concepts to previous knowledge the main characteristics were highlighted and it was clarified what was not considered meaningful learning. Moreover, in terms of adult education or andragogy, some definitions were established along with its fundamental principles: horizontal alignment and participation. It is explained how through andragogy adults learn to appreciate their own and others experiences around the construction of life projects. It is also indicated that the educational process from andragogy should be personalized implying self-learning in which the individual is the only one responsible for it. It also emphasizes how, through the systemic theory of teaching, it is possible to obtain a perception of reality from different points of view avoiding fragmentations or bias concerning different knowledge or disciplines in order to establish different interrelations that could occur in certain realities. Finally, how significant learning, andragogy and the systemic theory of teaching could be used in the formulation of an educational model is discussed, along with drawing the respective conclusions and recommendations concerning this matter.

Palabras clave : Educational models; prior knowledge; participation; horizontal alignment.

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