Pregrado Licenciatura en Biología

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

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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.
El Jardín Botánico Como Fortalecimiento de la Autonomía Alimentaria Desde las Semillas Tradicionales en la Vereda el Broche, Resguardo Indígena de Munchiquique los Tigres.
(Universidad Santo Tomás, 2025-09-15) Sandra Biviana, Paz Mejia; Deicy Fabiola, Giraldo Rivera; 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=0002133585
This article addresses the project "Strengthening Food Security from Traditional Seeds", implemented in the village of El Broche, within the Indigenous Reservation of Munchique Los Tigres, Colombia. This project arises in the face of the growing threat posed by the loss of ancestral knowledge and the decrease in the use of native seeds, challenges that compromise food security and the sovereignty of the NASA community. The research is based on a Participatory Action Research (PAR) methodology, which promotes the active inclusion of community members in all phases of the process. Through participatory diagnostics, workshops and the implementation of a botanical garden, it seeks to revitalize the use of traditional seeds and promote sustainable agroecological practices. The activities are aimed at facilitating the transmission of knowledge between generations, ensuring that knowledge about the selection, storage and sowing of these seeds is shared and preserved. Preliminary results indicate an increase in the interest of new generations in agroecological practices and a positive perception of the botanical garden as a resource to strengthen cultural identity and community well-being. This project not only contributes to the conservation of biodiversity, but also enhances food autonomy and the resilience of the community in the face of contemporary challenges.
Adaptación de protocolos de emergencia para estudiantes con trastornos del espectro autista en entornos escolares en el colegio Latino de Medellín Antioquia
(Universidad Santo Tomás, 2025-09-15) Cardona Munera, Alejandro; Laverde Sánchez, Gustavo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://orcid.org/0000-0001-9052-2205
This project examines the need to adapt emergency protocols in educational institutions to adequately address the needs of students with ASD. The study was carried out with a sample consisting of 25 teachers, 5 support professionals (psychologists and specialists in inclusive education), and 30 parents from schools in Bogotá. Using a mixed-methods approach that combined interviews, surveys, and direct observations, the research identified significant challenges in how students with ASD understand and respond during emergency situations. Based on these findings, educational materials and adapted protocols were designed, along with training sessions for teachers to strengthen institutional preparedness. The results highlight that personalized protocols and continuous teacher training are key to ensuring the safety and well-being of students with ASD, while also fostering more inclusive and betterprepared school environments.
Implementación de una Unidad Didáctica que Promueva el Conocimiento de los Microorganismos sus Beneficios y sus Afectaciones a la Salud Humana, en Estudiantes del Grado Quinto de la Institución Educativa Escuela Normal Superior de Río De Oro Cesar.
(Universidad Santo Tomás, 2025-09-15) Sanjonero Alvarez, Maria Yineth; 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=0002132923; https://scholar.google.com/citations?user=Wi6rSiIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8553-003X
This thesis was developed with fifth-grade students from the Escuela Normal Superior (Superior Normal School) in the municipality of Río de Oro, Cesar, with the objective of promoting knowledge about microorganisms, highlighting both their benefits and their effects on human health. The research proposed a didactic unit with an experimental approach, constructed from a mixed methodology that integrated qualitative and quantitative techniques. Through pretests, posttests, field diaries, and surveys, contextualized teaching was promoted that involved environmental education and socio-emotional competencies. The unit addressed key topics such as types of microorganisms, their role in the ecosystem, hygiene practices, and disease prevention. This process was articulated with curricular standards and the School Environmental Project (PRAE), allowing to demonstrate a significant improvement in the levels of understanding, attitude, and appropriation of knowledge by students, especially related to the types of microorganisms and their contributions to the ecosystem.
Cultivando Conciencia Socio-Ambiental por Medio del Proyecto Huerta Eco Educa “Raíces Sostenibles”
(Universidad Santo Tomás, 2025-09-12) Begambre Hernandez, Kelly Viviana; Bedoya Amador, Sandra Marcela; Martínez, Manuel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002091032; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002091075; https://orcid.org/0000-0002-1458-0195
The EcoEduca "Sustainable Roots" project was implemented at the Manuel Ruiz Álvarez Educational Institution in Montería to address deficiencies in understanding the life cycle and importance of plants among 4th-grade students. An initial diagnosis revealed that 75% of the 36 students performed poorly in these areas, attributable to the education received during the pandemic. The project combined theory and practice through the cultivation of native medicinal plants to enhance learning and promote environmental awareness. Through practical activities, students developed a deeper understanding and a responsible attitude towards the environment, resulting in significant improvement in their academic performance.
Aprendizaje Verde: Implementación de una Unidad Didáctica para la Conservación de Plantas Ornamentales Orientada a Estudiantes de Grado Noveno de la Institución Educativa Simón Araujo, Sincelejo (Sucre).
(Universidad Santo Tomás, 2025-09-12) Ruz Lara, Dania Paola; Medina Chimá, Elisa Marcela; 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=0002132876; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002133050
Environmental education, as an essential foundation for understanding and conserving the natural environment, has been established as a fundamental pillar in the protection of botanical diversity, especially in the ninth-grade school context of the Simón Araujo Educational Institution. Within this framework, this research focused on developing and implementing innovative and contextualized pedagogical strategies for the conservation of ornamental plants among ninth-grade students. The proposal was based on a mixed-method approach with a descriptive scope, working with a sample of 36 students whose ages ranged from 12 to 16 years. Instruments such as pre-tests, post-tests, and field diaries were applied to assess learning and perceptions regarding the importance of ornamental plants. The results showed a significant increase in the level of knowledge, moving from initial confusion to clear understandings of their aesthetic, cultural, and ecological value. Furthermore, attitudes of responsibility and commitment to plant conservation were promoted. In conclusion, the implemented teaching unit was consolidated as an effective strategy for strengthening the appreciation of ornamental plants in the school context, contributing to comprehensive education and the promotion of sustainable practices.
Prevención en Acción “Santoto Kids”: Implementación de Estrategias Didácticas que Incentiven el Conocimiento Sobre las Amenazas, Riegos y Vulnerabilidades de Tipo Natural y Antrópico en los Estudiantes de “Santoto Kids” del Centro de Atención Universitaria (CAU) Medellín de la Universidad Santo Tomás.
(Universidad Santo Tomás, 2025-09-09) García Loaiza, John Mario; Gómez Salgado, Bibiana; 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=0002181285; https://scholar.google.com/citations?user=Wi6rSiIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8553-003X
In a globalized world, disaster risk management is a fundamental strategy for preserving lives and ensuring the well-being of communities. In Colombia, particularly in Medellín, geographical, social, and environmental conditions increase exposure to phenomena such as landslides, floods, and heavy rainfall, highlighting the need to promote prevention from within educational institutions. This study aimed to implement didactic strategies that foster knowledge among students of the “Santoto Kids” project at CAU Medellín about natural and anthropic threats, risks, and vulnerabilities. The research followed a mixed-methods approach with a descriptive design, involving a sample of 16 students between 8 and 12 years of age. Instruments applied included a pre-test, a four-session didactic sequence (designed based on students’ prior knowledge and context, and structured into opening, development, and closing moments), a post-test, and systematic field diary records. The results showed significant progress in students’ conceptual understanding of risk management, as well as in the adoption of preventive and reflective attitudes toward their environment. It is concluded that the application of didactic strategies promotes meaningful learning and contributes to the formation of more aware, prepared, and resilient educational communities.
Iguanas en el Aula: un Aprendizaje Experiencial Sobre el Comportamiento y Hábitat de la Iguana Iguana. En Estudiantes de Noveno Grado de la Institución Educativa Benicio Agudelo, Tierralta- Córdoba.
(Universidad Santo Tomás, 2025) Niebles Fonseca, Astri Rosiris; Hernández Pacheco, Yenis Judith; Martínez Prieto, Manuel Alejandro; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002091017; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002041629; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001522574
The main purpose of the project was to promote practical learning through the direct observation of iguanas in their natural environment, aiming not only to impart knowledge about the biology and ecology of this reptile but also to cultivate in students an environmental awareness that transforms them into active protectors of biodiversity. The method used was based on an experiential approach that allowed students to interact directly with the natural environment, carrying out observation tasks and collecting information about the behavior and habitat of iguanas. Through field trips, they were able to observe iguanas in their natural habitat, explore their behaviors as well as their adaptation to the environment, consolidating learning and fostering critical thinking. To assess the impact of this strategy, tests were applied before and after the experience (pretest and posttest), allowing the measurement of students’ knowledge about iguanas and their perception of species conservation. The results were highly satisfactory, as in the posttest, 97% of the participants stated that the experience of studying iguanas in the classroom allowed them to gain knowledge about the behavior and adaptations of this reptile, strengthening their understanding of biological and ecological aspects. Likewise, the experience allowed them to improve critical skills such as scientific observation, analysis, and problem-solving, contributing to their overall education. This project highlights the importance of integrating environmental education into the school context, promoting learning that goes beyond textbooks and becomes a meaningful experience by involving students in the observation and study of iguanas.

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