Pregrado Licenciatura en Biología

URI permanente para esta colecciónhttp://hdl.handle.net/11634/13121

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Implementación de una unidad didáctica basada en una cartilla etnobotánica como estrategia pedagógica para la enseñanza de la biología fundamental de las plantas medicinales y la conservación del conocimiento cultural en estudiantes de grado 8-1 de la Institución Educativa Genaro León, Guachucal (Nariño).
(Universidad Santo Tomás, 2026-09-24) Cuarán Culchag, Tania Carolina; Gómez Salgado, Bibiana Carolina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000124200; https://orcid.org/0000-0002-8553-003X
The progressive loss of ancestral knowledge related to medicinal plants represents an educational, cultural, and environmental challenge affecting younger generations. In response, this study aimed to implement a didactic unit based on an ethnobotanical booklet to strengthen biological knowledge about medicinal plants and promote the preservation of cultural knowledge among eighth-grade students at Genaro León Educational Institution in Guachucal, Nariño. The research adopted a mixed-methods approach with a descriptive and applied scope. Twenty-five students aged between 12 and 15 years participated. Data were collected through a pretest, participant observation, field journals, and a posttest. The pedagogical proposal integrated scientific content related to plant morphology, biological functions, reproduction, adaptation, and conservation of medicinal species, combined with traditional local knowledge. Findings revealed substantial improvements in plant recognition, understanding of biological concepts, appreciation of local biodiversity, and strengthening of cultural identity. The study concludes that the ethnobotanical booklet is an effective didactic strategy for contextualizing biology teaching, fostering meaningful learning, and contributing to the preservation of biocultural heritage in rural communities.
Desarrollo del pensamiento científico a partir de la implementación de una unidad didáctica sobre biodiversidad en segundo grado de la institución educativa Juan Bautista Scalabrini de Cartagena – Bolívar.
(Universidad Santo Tomás, 2026-09-24) Blanco Arrieta, Elida Rosa; Castañeda Malagón, Luz Janet; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000472727; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002269284; https://orcid.org/0000-0002-5340-7643
Basic education, in its traditional approach to teaching Natural Sciences, tends to prioritize memorization over empirical inquiry and, consequently, limits cognitive development. The purpose of this study was to analyze the effect of a biodiversity-focused didactic unit on the development of scientific thinking among 23 second-grade students from the Juan Bautista Scalabrini Educational Institution in Cartagena. A mixed-methods approach was employed, using a single-group quasi-experimental design with pre- and post-tests, complemented by a hermeneutic analysis of students' productions. The results revealed a significant improvement in the assessed scientific skills, including the meaningful application of knowledge, recognition of phenomena, inquiry, and environmental analysis. The students progressed from fragmented and descriptive thinking to explanatory, relational, and inferential thinking. Likewise, greater ability was observed in formulating hypotheses and constructing evidence-based arguments. It is concluded that active pedagogical strategies grounded in constructivism and contextualized within the local environment are highly effective in strengthening scientific literacy and fostering environmental awareness from early childhood.
Implementación de recursos MOOC como estrategia innovadora en la formación ambiental de estudiantes de grado octavo de bachillerato del Colegio Genaro León de Guachucal, Nariño.
(Universidad Santo Tomás, 2026-09-23) Pantoja Estrada, Roberto Martin; Laverde Sánchez, Gustavo; Bermúdez Restrepo, Julio Cesar; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000048848; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002269264; https://scholar.google.com/citations?user=wL5mzl0AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3803-3233
This research arises from the need to innovate and adapt educational processes to the dynamics of the 21st century, in which technology plays a fundamental role. In this context, MOOCs (Massive Open Online Courses) represent a pedagogical alternative that can expand access to knowledge, overcome geographical and temporal barriers, and promote new ways of learning. This undergraduate thesis focuses on the implementation and evaluation of a MOOC-type resource for the recognition and appreciation of the El Azufral Volcano Natural Reserve, as a strategy for developing environmental competencies among eighth-grade students at Genaro León School, located in the municipality of Guachucal, Nariño. The proposal seeks to integrate virtual education with local knowledge, strengthening students’ connection with their territory and promoting attitudes of respect for and conservation of natural resources. The identified problem is related to the low level of environmental knowledge and limited participation in conservation processes, particularly in areas surrounding El Azufral Volcano, one of the most representative natural areas in southern Nariño. In response to this situation, there is a need to implement innovative educational strategies that encourage autonomous learning, the use of digital tools, and responsible participation in environmental protection. The main objective is to analyze the impact of a MOOC-type course based on knowledge of the El Azufral Natural Reserve, with the purpose of contributing to the development of scientific and environmental competencies among students. To achieve this, a mixed research approach was adopted, with a descriptive design incorporating elements of action research, which made it possible to understand the educational context and assess the results obtained. The research is supported by theories such as constructivism, social learning, and connectivism, as well as concepts related to environmental education and awareness, digital competencies, and instructional design. Likewise, legal references related to education and environmental protection in Colombia were considered. Methodologically, different phases were developed to achieve the proposed objectives through the application of instruments and techniques for collecting information, designing and implementing the MOOC resource, and analyzing its results. Finally, the findings showed contributions to the strengthening of environmental, technological, and social competencies, as well as greater interest in and appreciation of the natural richness of the territory. Thus, the strategy contributed to promoting the protection of El Azufral Volcano, the appreciation of natural heritage, and practices aimed at local sustainability through the use of accessible and collaborative digital resources.
Uso de dispositivos móviles y su impacto en el aprendizaje de estudiantes de décimo grado del instituto Incatd de Ipiales
(Universidad Santo Tomás, 2026-09-22) Johan Darío, Solarte Varney; Laverde Sánchez, Gustavo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002180171; https://scholar.google.com/citations?user=GoKh2TEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9052-2205
This study analyzed the impact of mobile devices on the educational development and learning of tenth-grade students at the INCATD Institute in Ipiales. A mixed-methods approach was employed to collect, analyze, and interpret data supported by relevant scientific literature. The findings showed that mobile devices facilitate communication and provide broad access to information, making them useful tools in educational contexts. However, excessive use may negatively affect learning by generating distraction, reducing concentration, and limiting social interaction among students. The study concludes that mobile devices can be effective educational tools when used appropriately. It also highlights the importance of the participation of government agencies, educational institutions, teachers, and parents in promoting responsible and productive use of these technologies among children and adolescents.
Aplicación de un juego serio en el desarrollo de habilidades STEAM a partir del estudio de la germinación de alverjas (pisium sativum) en el grado octavo de la institución educativa técnico comercial “Sagrado Corazón de Jesús”
(Universidad Santo Tomás, 2026-09-19) García Rivera, Leidy Johana; Gómez Salgado, Bibiana Carolina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000124200; https://orcid.org/0000-0002-8553-003X; https://orcid.org/0009-0001-2790-606X
This research aimed to implement a serious game as an educational strategy to foster the development of STEAM (Science, Technology, Engineering, Arts, and Mathematics) skills through the study of pea (*Pisum sativum*) germination among eighth-grade students at the "Sagrado Corazón de Jesús" Technical-Commercial Educational Institution in Chiquinquirá, Boyacá. The proposal arose from the need to strengthen natural science education using strategies that encourage experimentation, active participation, and the integration of technological resources. The study employed a mixed-methods approach and a descriptive scope, utilizing the ASSURE instructional model. Forty-two students from the eighth-grade class "8-4" participated; they were initially assessed regarding their access to technology and their level of STEAM skill development. Data collection and analysis involved diagnostic questionnaires, STEAM competency pre-tests and post-tests, a teacher's field journal, and student evaluations of the experience. As a pedagogical strategy, "ARVELAB – Misión Germina la Alverja" (Pea Germination Mission) was designed and implemented; this serious game integrated digital activities, interactive challenges, and hands-on germination experiments. Results showed progress across the various dimensions evaluated, notably in the strengthening of scientific reasoning, engineering skills, and the use of technology applied to scientific processes. Students also viewed the game positively, particularly regarding its interactive elements, graphics, narrative, and challenges. However, the results indicated a need to further strengthen the integration of artistic and mathematical components. It is concluded that the serious game served as a relevant pedagogical strategy for integrating experimentation, technology, and STEAM learning into natural science education, thereby fostering participation, motivation, and an understanding of the germination process.
Desarrollo de estilos de vida saludables en niños y niñas del colegio psicopedagógico el arte del saber en Bogotá
(Universidad Santo Tomás, 2026-09-16) Chaparro Gordillo, Arley Ernesto; Pacheco Fernández, Edith Margarita; Castañeda Malagón, Luz Janeth; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002264550; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002264548
Currently, healthy lifestyles have become a highly relevant topic due to the increase in problems associated with inadequate nutrition, sedentary behavior, and other habits that affect the physical and mental well-being of the population. In this context, the present research aimed to design and implement a teaching strategy focused on developing healthy lifestyles among eighth-grade students at the El Arte del Saber Psychopedagogical School, located in the Engativá district of Bogotá. The study was based on the need to promote healthy eating habits and strengthen the recognition of local foods as a nutritious and accessible alternative for improving quality of life. To this end, topics related to balanced nutrition, food security, the use of local products, and public policies aimed at promoting health were addressed. Methodologically, the research was conducted using a mixed-methods approach, integrating quantitative and qualitative tools that allowed for an understanding of both the students' perceptions and habits regarding nutrition and healthy lifestyles. Based on the diagnostic assessment, the "Health and Well-being" teaching strategy was designed, grounded in Problem-Based Learning (PBL). This strategy incorporated participatory activities, hands-on experiences, and opportunities for reflection that fostered the construction of meaningful learning. The results demonstrated a greater understanding of the importance of a balanced diet, recognition of the nutritional value of local foods, and a more positive attitude toward adopting healthy habits. In conclusion, the implemented strategy contributed to strengthening knowledge, attitudes, and practices associated with holistic well-being, demonstrating that education is a fundamental tool for promoting healthy lifestyles.
Estrategia didáctica para fortalecer la conciencia ambiental orientada a la conservación de la fauna silvestre en el departamento de Casanare
(Universidad Santo Tomás, 2026-09-09) Alarcón García, Leydi Caterine; Laverde Sánchez, Gustavo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://scholar.google.com/citations?user=GoKh2TEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9052-2205
This thesis addresses the issue of wildlife biodiversity loss and accelerated ecological degradation in the department of Casanare (Colombian Orinoquía), driven primarily by human activities such as extensive cattle ranching, deforestation, and the hydrocarbon industry. In response, the author proposes the creation and implementation of the interactive educational booklet "ANIMALLANO." This pedagogical resource integrates scientific knowledge regarding local fauna with the stimulation of cognitive processes and thinking skills, aiming to move beyond traditional rote-learning approaches to natural science education and to foster genuine environmental awareness—encompassing cognitive, affective, and active dimensions—among primary education students.
Estrategia de aprendizaje basada en inteligencia artificial para la enseñanza de la division celular en estudiantes de grado noveno de la Institucion Educativa San Jose de Canalete
(Universidad Santo Tomás, 2026-06-17) Villar Mora, Dana; Laverde Sánchez, Gustavo; Gómez Salgado, Bibiana Carolina (Jurado); Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002184350; https://scholar.google.com/citations?user=GoKh2TEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9052-2205
This research project aims to implement Artificial Intelligence as a learning strategy in teaching cell division to 9th-grade students at the San José de Canalete Educational Institution in Córdoba, Colombia. The study was conducted with two groups under different methodological conditions. The study compared the results obtained using a traditional methodology with those obtained using a pedagogical strategy mediated by AI tools, evaluating its impact on the understanding of genetic concepts. Instruments such as structured observation, semi-structured interviews, surveys, and an ICFES-type test were applied. The experimental group achieved an average score of 12.0 compared to 9.2 for the control group, demonstrating improvements in performance, motivation, and participation. It is concluded that AI, applied with pedagogical and ethical criteria, strengthens students' meaningful learning, promotes autonomy in the learning process, and contributes to improving the quality of education in the area of Biology. The findings support the relevance of integrating innovative technological tools into the teaching of natural sciences in secondary basic education.
Implementación de una unidad didáctica para fomentar la conservación de la fara (dildelphis marsupialis) en el grado sexto de la Institución Educativa Técnico Comercial “Sagrado Corazón de Jesús” de Chiquinquira Boyacá.
(Universidad Santo Tomás, 2026-06-16) Ortegón Sierra, Alejandra Estefanía; Gómez Salgado, Bibiana Carolina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000124200; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002185296; https://scholar.google.com/citations?user=Wi6rSiIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8553-003X
This research aims to design and implement a teaching unit to promote the conservation of the opossum (Didelphis marsupialis) in sixth grade at the Sagrado Corazón de Jesús Technical and Commercial Educational Institution in Chiquinquirá, Boyacá. This is necessary because the institutional development plan does not include the promotion of biodiversity conservation, thus overlooking the ecological importance of the opossum. According to Restrepo (2022), this species plays a role in population control and seed dispersal.
Fortalecimiento de las competencias científicas de los estudiantes de primaria del centro educativo rural Buenavista, sede Sinuga a partir del análisis de las adaptaciones morfológicas de las plantas del entorno
(Universidad Santo Tomás, 2026-04-07) Navarro Hernández , Yuliana; López Rincón , Juan Pablo; Laverde Sánchez , Gustavo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270879; https://scholar.google.com/citations?user=GoKh2TEAAAAJ&hl=es&oi=ao; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001806718; https://orcid.org/0000-0001-9052-2205
The research study originated from the difficulties encountered by the vast majority of students in identifying and understanding the morphological characteristics of the plants in their environment, which limits their ability to relate school knowledge to their daily lives, develop scientific skills, and appropriate the environment as a learning space. Therefore, this study aimed to strengthen the procedural scientific skills of multigrade students at the Sinuga campus of the Buenavista Rural Educational Center, specifically in the identification and analysis of the morphological adaptations of plants in their environment, through the use of the rural environment as a pedagogical resource. The methodology used in the project was mixed and descriptive, for which the instruments used were a pre-test and post-test questionnaire for multigrade students and an interview guide for the teacher in charge of the group. The quantitative data were analyzed using the t-test, and the perspectives given by the teacher in the interview were described. The findings indicated that the pedagogical strategy implemented had a significant impact on the students, which was determined by the t-test, as the difference between the pre-test (2.10) and post-test (4.77) means was statistically significant, with a t-value (8)=52.04<0.05, which means that significant learning was evident with the application of field trips and experiential learning, allowing theory to be related to practice.
Estrategia didáctica basada en el avistamiento de aves
(Universidad Santo Tomás, 2026-05-01) Sierra Anaya, Everlide Inés; Portela Ramírez , Albert Johan; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000132750; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002041605; https://orcid.org/0000-0003-3616-814X
The municipality of Nueva Granada offers an invaluable opportunity to discover the biodiversity of its vegetation and fauna, especially due to its location in a vast savannah near rivers that flow into the Magdalena. This geographical feature makes it a particularly attractive place for both native and migratory birds, favoring the observation of species such as herons, parrots, chickens, and turkeys, among others. However, this natural phenomenon is threatened by a growing lack of interest in local biodiversity. This problem stems largely from the preferential use of land for livestock farming, which negatively affects the birds' habitat. In addition, there is a lack of awareness among the community about the ecological value of these species and the migratory routes that cross the region. This lack of information has led to the loss of traditional knowledge related to the natural environment, especially with the disappearance of older people who used to pass on this knowledge from generation to generation. In view of this situation, academic intervention is imperative, aimed at creating and implementing pedagogical approaches that awaken, from childhood, the desire to learn about and preserve the region's rich fauna, emphasizing the ecological importance of birds in activities such as pollination and the maintenance of native vegetation. Within this framework, the researcher is carrying out an Educational Action Research approach, focused on the Urbano Molina Castro educational institution. To this end, she is conducting ethnographic work that includes semi-structured interviews with teachers and parents, as well as observation activities with students, who record their observations in field notebooks. The analysis of the information collected has facilitated the establishment of criteria for designing complementary teaching strategies, including the creation of a bird watching guide, developed from a problem-based research approach. These strategies have opened up important opportunities in the teaching and learning processes, not only because of their applicability in the local environment, but also because of the impact they have had on the different participants in the educational field. Each field experience has sparked interest in deepening knowledge about the environment, demonstrating how the use of contextualized teaching resources can change the relationship between students and nature, promoting more meaningful educational practices.
Diseño de un objeto virtual de aprendizaje para la enseñanza del ciclo celular en estudiantes del grado 801 de la IED San Andrés de los Altos.
(Universidad Santo Tomás, 2025-07-25) Casallas Barreto, Leidy Julieth; Laverde Sánchez, Gustavo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002140333; https://scholar.google.com/citations?user=GoKh2TEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9052-2205
This document focuses on the design of a Virtual Learning Object (VLO) for teaching the cell cycle to 8th-grade students at the San Andrés de los Altos District Educational Institution (IED). This project aims to explore how using a VLO can improve students' understanding of this biological process, fostering meaningful learning through an interactive educational experience. The design and development of the VLO are based on the cognitive and pedagogical characteristics of the 8th-grade students, aligning with the curriculum objectives established by the Ministry of Education and the specific needs of the classroom.
Estrategias ludica-pedagogicas basadas en el juego para el fortalecimiento de las habilidades sociales y el aprendizaje de las ciencias naturales en niños de 6 a 11 años del proyecto Santotokids
(Universidad Santo Tomás, 2026-04-27) Gil Pineda, Ana Carolina; Laverde Sanchez, Gustavo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002179163; https://scholar.google.com/citations?user=GoKh2TEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9052-2205
In the educational process, children between 6 and 11 years old are in a crucial stage of their cognitive, emotional, and social development. During this period, play becomes an essential tool not only for entertainment but also for the construction of knowledge and the strengthening of social skills. In this sense, play-based pedagogical strategies have been consolidated as effective methodologies in the context of basic education, allowing for a more significant, dynamic, and adapted teaching approach to the needs of students. Various studies have shown that play not only favors learning but also stimulates creativity, critical thinking, cooperation, and conflict resolution, which are key components for the comprehensive development of human beings (Piaget, 1972; Vygotsky, 1978). By integrating the playful component into school dynamics, greater motivation for learning is promoted, especially in areas such as natural sciences, which can sometimes be abstract or difficult for primary students to understand. Science, taught from a practical and experiential perspective, becomes an exploratory and significant experience. The Santotokids Project, aimed at promoting the inclusion and development of children with diverse conditions and learning styles, represents an ideal scenario for the implementation of innovative proposals that contribute to the comprehensive formation of children. In this context, play-based pedagogical strategies have the potential to improve not only learning in natural sciences but also the strengthening of fundamental social skills such as empathy, cooperation, respect, and assertive communication. This degree project aims to design, implement, and evaluate play-based pedagogical strategies to foster social skills and facilitate learning of natural sciences in children of the Santotokids Project, recognizing the importance of a holistic and inclusive educational approach.
"El mundo de la ciencia a través del juego”: Estrategia didáctica basada en la lúdica para la enseñanza de las ciencias naturales a niños con necesidades educativas especiales de tercer grado en el colegio Aguas Negras, Montería, Córdoba.
(Universidad Santo Tomás, 2026-04-16) Ramos Colon, Duvan Andres; Patrouilleau Barrera, Hussein Amain; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000195138; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002273342; https://orcid.org/0000-0002-4150-3398
This undergraduate thesis, entitled “The World of Science Through Play,” aims to design, implement, and evaluate a play-based teaching strategy for natural science instruction for third-grade students with Special Educational Needs (SEN) at the Aguas Negras School in Montería. The research stems from a problem observed in the educational context, where traditional methodologies focused on memorization predominate, hindering the understanding of biological concepts and limiting the active participation of students with SEN. Using a qualitative approach and the Participatory Action Research methodology, the study seeks to transform pedagogical practice by incorporating play-based learning strategies that promote meaningful learning, motivation, and educational inclusion. To this end, techniques such as participant observation, semi-structured interviews, pedagogical workshops, and a portfolio of evidence were used, allowing for a comprehensive analysis of the teaching and learning processes. The results show that implementing game-based activities significantly enhances student motivation, participation, and social interaction, as well as their understanding of scientific content. These strategies allow learning to be adapted to different styles and paces, reducing barriers and promoting a more equitable and inclusive educational environment.
Estrategia pedagógica para inclusión de población sorda en gestión del riesgo escolar
(Universidad Santo Tomás, 2026-04-10) Rojas Romero, José Andrés; Valencia Riascos, Cintia Lorena; Laverde Sánchez, Gustavo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002180104; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002180458; https://scholar.google.com/citations?user=GoKh2TEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9052-2205; https://orcid.org/0009-0002-4475-8051; https://orcid.org/0009-0002-3136-6155
This article proposes the design of a book as an inclusive strategy within School Risk Management Plans (SRMP), aimed at students with hearing disabilities, based on the recognition that school environments must be safe, accessible, and adaptive for the entire educational community. Through a mixed-methods approach and a convergent design, data were collected through surveys, interviews, and structured observations at the Filadelfia School for the Deaf, with a sample of 17 students and 3 teachers. To study describes communicative, methodological, and attitudinal barriers that limit the active participation of this population in emergency situations. research is structured into exploratory, assessment, and design phases. Visual and sensory methodologies were identified and integrated into inclusive risk management strategies aligned with current regulations. The book as the product of research seeks to guide concrete actions during emergencies, ensuring accessibility, comprehension, and autonomy. This tool strengthens inclusion processes and contributes to educational equity, highlighting the need for institutional commitment to transform School Risk Management Plans from an inclusive perspective. This study concludes that effective inclusion in school risk management requires relevant, sustainable, and pedagogically appropriate proposals that are sensitive to the particular needs of students with hearing disabilities.
Estrategias de enseñanza para promover la conservación y el cuidado de los páramos en Susa Cundinamarca con la Escuela del Tablón
(Universidad Santo Tomás, 2026-03-14) Galeano Ballesteros , Yudy Valeria; Patrouilleau Barrera , Hussein Amain; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000195138; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002132762; https://orcid.org/0000-0002-4150-3398
This summary corresponds to the undergraduate project submitted to obtain the Bachelor of Science in Biology degree from Santo Tomás University. The proposal stems from the need to educate students and the rural population of the municipality of Susa, Cundinamarca, with strategies for the conservation of the Páramo del Guerrero (Guerrero páramo), since many people live in this environment but do not know how to care for it, and almost 100% of the population is unfamiliar with the most important concepts and names that characterize the páramo. Several meetings were held with students from the Tablón rural school, and various learning strategies were implemented, ranging from theoretical to practical, with the objective of ensuring learning through scientific thinking, group work, and the development of artistic and practical skills. The project's overall objective is to evaluate the impact of a learning strategy to promote the conservation and care of páramos through environmental education with students from preschool to fifth grade at the Tablón rural school in the municipality of Susa, Cundinamarca. To achieve this goal, three general objectives were established. The first objective is to identify the existing knowledge about the conservation and care of the páramos (high-altitude Andean ecosystems) among the residents of the municipality of Susa and at the school in the rural community of El Tablón. The second objective is to design a learning strategy so that students learn about important topics related to the conservation and care of the páramos. The final objective is to implement a learning strategy for the students of the rural school in El Tablón regarding the conservation and care of the páramos.
Tierra y comunidad. estrategia para la sostenibilidad agrícola y la transformación socioeducativa.
(Universidad Santo Tomás, 2025-09-10) Roldán Arias, Nicolás; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001702017
This presentation aims to evaluate a Learning Object (LO) as an interactive pedagogical tool intended to positively impact the awareness of the rural population, seeking to transform traditional agricultural practices through education and the natural sciences. Formal education systems fail to effectively reach the rural population in general. The basic learning standards developed for the school-aged population, which corresponds to children and adolescents, lack the necessary educational, social, and cultural scope for the transformation of environmental awareness, which is both necessary and urgent in the face of current environmental deterioration and damage. This highlights the pressing need to create innovative and inclusive technological tools that lead to meaningful learning in a specific rural context: the El Diamante village in the municipality of Venecia, Cundinamarca. The proposal is based on a participatory action research (PAR) design, with a mixed approach combining qualitative and quantitative elements, and aims for transformation through the application of the OVA in the population of the El Diamante village in the Municipality of Venecia, Cundinamarca, is mostly populated by farmers who cultivate and develop a variety of crops, including beans, coffee, and bananas. A characterization form is being administered to local leaders of the Community Action Board (JAC) as a data collection tool to gather information on the following dimensions: population, social (educational), cultural, and environmental (agricultural practices).
Implementación del plan escolar de gestión de riesgo (pegr) de la fundación unidos por la educación sede rural del municipio de Fúquene sector nuevo Fúquene departamento de Cundinamarca
(Universidad Santo Tomás, 0026-01-19) García Cifuentes, Leidy Yohana; N/A; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002013095
This research project aims to design and implement the School Risk Management Plan (PEGR) for the rural campus of the Fundación Unidos por la Educación, located in Fúquene, Cundinamarca, Colombia. The institution is exposed to multiple natural and anthropogenic hazards, including flooding due to the expansion of the Fúquene Lagoon, seismic activity characteristic of the Cundiboyacense high plateau, and human-induced risks such as open burning and environmental contamination. The study employed a qualitative, descriptive, and participatory approach, enabling active engagement of the educational community in the diagnosis, planning, and implementation of risk prevention and mitigation strategies. Data collection methods included structured surveys, direct observation, and document analysis. As a result, a contextualized and comprehensive PEGR was developed, integrating pedagogical tools, signage, evacuation routes, and awareness-raising activities with students, teachers, and local stakeholders. This proposal contributes to strengthening a culture of prevention, institutional resilience and vulnerability, as well as environmental responsibility, particularly in rural settings with high vulnerability
Diseño de estrategias didácticas para la conservación de especies endémicas de la región llanera de Cabuyaro Meta y Yondó Magdalena Medio
(Universidad Santo Tomás, 2025-09-17) Barrera Osorio, Eliana Andrea; Padilla Rubio, Héctor Fabian; Martínez Prieto; Universidad Santo Tomás
The municipalities of Cabuyaro (Meta), located in the Llanos Orientales, and Yondó (Antioquia), in the Magdalena Medio, present exceptional biological richness, with a remarkable presence of endemic species that play key ecological roles within their ecosystems. However, these species face growing threats such as habitat loss, pollution, climate change, and lack of environmental awareness. This research aims to implement a comprehensive didactic strategy to support the conservation of the most threatened endemic species in both municipalities. Based on the identification of prior knowledge from students, teachers, and local communities, the design of pedagogical materials, and the development of a didactic booklet, this study seeks to strengthen environmental education and promote community participation. The proposal recognizes biodiversity as both an ecological and cultural heritage, proposing concrete educational actions to contribute to the sustainability of Cabuyaro and Yondó.
Etnoveterinaria: Enseñanza de Prácticas Tradicionales A través del Uso de Plantas Medicinales para el Cuidado de la Fauna en el Corregimiento de Morroa, Sucre
(Universidad Santo Tomás, 2025-09-23) Solar Padilla, Maria Fernanda; Martínez Prieto, Manuel Alejandro; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001522574; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001993484
This study focused on the teaching and conservation of traditional practices of wildlife care through the use of medicinal plants in the village of Morroa, Sucre, with the main objective of identifying the species with the greatest value in ethnoveterinary in the rural community. The methodology adopted a mixed approach, combining qualitative and quantitative techniques, with a correlational character, to analyze the relationship between traditional knowledge about medicinal plants (independent variable) and the perception of their effectiveness in animal welfare (dependent variable). Data collection was carried out through semi-structured surveys and interviews, applied to a sample of 250 inhabitants of the rural area, selected using the non-probabilistic snowball technique. The data were analyzed by calculating ethnobotanical indices such as the value of use (VU) and the level of fidelity (NF), in addition to the calculation of Pearson's correlation coefficient to determine the relationship between the variables of interest. The results indicated that the plant species most used in the community have a high cultural and medicinal value, with a very high general level of knowledge about medicinal plants, with an average score of 98 points. Perception of the effectiveness of plants in treating animal conditions showed that 58% of the participants observed considerable improvement, while 24% reported complete recovery, and only 3% reported minimal improvement. The statistical analysis revealed a very strong positive correlation (r=0.97, p<0.00000323) between traditional knowledge and the perception of effectiveness in the treatment of animals, demonstrating that the greater the knowledge, the greater the confidence in the results, concluding that both the Morroa community and its cultural heritage maintain a deep and valued knowledge about the use of medicinal plants in ethnoveterinary medicine, indicating the importance of their conservation and recognition in the well-being of the local fauna.

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