<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142018000200167</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un juego como estrategia de educación ambiental sobre la biodiversidad de Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[A Game as an Environmental Education Strategy on Colombia's Biodiversity]]></article-title>
<article-title xml:lang="pt"><![CDATA[Um jogo como estratégia de educação ambiental sobre a biodiversidade da Colômbia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salas López]]></surname>
<given-names><![CDATA[Gilbert]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad y Ambiente GRUA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<numero>44</numero>
<fpage>167</fpage>
<lpage>184</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142018000200167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142018000200167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142018000200167&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Debido a que el afecto por la fauna nativa desempeña un papel importante en su conservación y protección, este estudio cuasiexperimental con un diseño pre-/post- evaluó el efecto de un juego educativo sobre la identificación y el afecto por la fauna nativa de Colombia en 291 estudiantes de cuarto a noveno grado de 11 colegios públicos rurales y urbanos de Bogotá y Cundinamarca, quienes respondieron cuestionarios antes y después de 4-5 semanas de juego ad libitum durante el recreo escolar. Al contrastar el prejuego con el posjuego se encontró un aumento significativo en los porcentajes de identificación acertada de la fauna no nativa. Cuando se pidió a los estudiantes elegir sus cinco animales favoritos de un álbum, prejuego y posjuego eligieron más animales no nativos que nativos. Respecto a la elección de tres animales para ser salvados, los animales nativos y no nativos pre-/pos-juego fueron los mismos, con dos nativos y tres no nativos. No obstante, el porcentaje de alumnos que eligieron tres animales nativos para salvar tuvo un aumento de dos a cinco veces en el posjuego frente al prejuego. Aunque el resultado fue positivo respecto a la identificación de las especies no nativas, no se observó un cambio significativo en el afecto por los animales nativos, lo cual recalca el desafío y la necesidad de diseñar herramientas de educación ambiental que generen cambios profundos y duraderos en el afecto por la fauna nativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Since the affection for native fauna plays an important role in its conservation and protection, this quasi-experimental study with a pre-/post- design evaluated the effect of an educational game on the identification and affection for the native fauna of Colombia in 291 fourth- to ninth-grade students from 11 rural and urban public schools in Bogotá and Cundinamarca who answered questionnaires before and after 4-5 weeks of ad libitum play during school recess. After contrasting pregame vs. postgame, we found a significant increase in the percentages of successful identification of non-native fauna. When asked to pick their top five favorite animals from an album before and after the game, students chose more non-native than natives animals. As for choosing three animals to be saved, the native and non-native animals before and after the game were the same, two of them native and three non-native. However, the percentage of students who chose three native animals to be saved increased two to five times after the game compared to before the game. Although the result was positive regarding the identification of non-native species, no significant change in the affection for native animals was observed, which emphasizes the challenge and the need to design environmental education tools that generate profound and lasting changes in the affection for native fauna.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Dado que o aprecio pela fauna nativa desempenha um papel importante em sua conservação e proteção, este estudo quase-experimental com um planejamento pré-/pós- avaliou o efeito do jogo educativo sobre a identificação e o afeto pela fauna nativa da Colômbia em 291 estudantes do quarto ao nono ano de onze colégios estaduais, rurais e urbanos de Bogotá e Cundinamarca, que responderam questionários antes de depois de 4-5 semanas de jogo ad libitum durante o recesso escolar. Ao contrastar o pré-jogo com o pós-jogo evidenciamos um incremento significativo nas porcentagens de identificação acertada da fauna não nativa. Quando solicitamos aos estudantes escolher seus cinco animais favoritos em um álbum, pré--jogo e pós-jogo, eles escolheram mais animais não nativos do que nativos. Em relação com a escolha de três animais para serem protegidos, os animais nativos e não nativos pré/pós-jogo foram os mesmos, com dois nativos e três não nativos. Contudo, a porcentagem de alunos que escolheram três animais nativos para serem protegidos cresceu de duas a cinco vezes no pós-jogo frente ao pré-jogo. Ainda que o resultado foi positivo em relação com a identificação das espécies não nativas, não observamos uma mudança significativa no afeto pelos animais nativos, o que destaca o desafio e a necessidade de criar ferramentas de educação ambiental que possam gerar mudanças profundas e duráveis no aprecio pela fauna nativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[biodiversidad]]></kwd>
<kwd lng="es"><![CDATA[fauna nativa]]></kwd>
<kwd lng="en"><![CDATA[Environmental education]]></kwd>
<kwd lng="en"><![CDATA[biodiversity]]></kwd>
<kwd lng="en"><![CDATA[native fauna]]></kwd>
<kwd lng="pt"><![CDATA[Educação ambiental]]></kwd>
<kwd lng="pt"><![CDATA[biodiversidade]]></kwd>
<kwd lng="pt"><![CDATA[fauna nativa]]></kwd>
</kwd-group>
</article-meta>
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