Environmental education and scientific inquiry for the development of ecological awareness
DOI:
https://doi.org/10.5281/zenodo.21880042Keywords:
biodiversity, ecology, environmental education, secondary education, environmentAbstract
The objective of this study was to evaluate the development of environmental awareness and scientific inquiry skills in secondary school students through a pedagogical experience based on monitoring the growth and development of Schinus terebinthifolius in an urban school environment in Lima, Peru. The research employed a quantitative, applied approach with a pre-experimental pretest/posttest design. Thirty students participated, observing, recording, and analyzing the morphological characteristics of 26 specimens of the species, as well as the associated biodiversity. The results showed improvements in knowledge, attitudes, and practices related to environmental stewardship, along with a strengthening of scientific inquiry skills. The experience allowed the school's green spaces to be used as a "living laboratory," where students connected scientific content with the direct observation of natural processes. It is concluded that the systematic monitoring of Schinus terebinthifolius constitutes a relevant pedagogical strategy for promoting meaningful learning, strengthening environmental awareness, and developing scientific skills in urban school settings.
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