Estrategia didáctica basada en el avistamiento de aves

Abstract

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.