Salgado Vargas, José AlbertoGarcía Prasca, Jorge MarioHoyos Begambre, Alejandro René2021-12-072021-12-072021-12-06https://repositorio.unicordoba.edu.co/handle/ucordoba/4726The environmental problem is an issue of concern worldwide and although various strategies have been implemented to counteract, it has not been possible to stop this situation. Environmental education immersed in the curriculum of natural sciences, becomes an integrating field of knowledge, habits, skills, attitudes and values, so that it reflects that the content addressed, contribute significantly to the teaching-learning process, linking the human being with the environment and the context in which he is, allowing an integral formation of the students, which is expressed in their action towards the environment, respect for their environment and an adequate intervention of the present environmental problems. In this sense, the need arises to propose a study that allows designing a didactic unit mediated by learning landscapes to strengthen environmental competencies in seventh grade students in a rural context, promoted from the learning of natural sciences. The methodology was based on an interpretive paradigm, qualitative research, with a phenomenological approach, the participants were twelve (12) students. As results we have, in the diagnosis it is evident that the students moderately manage the competences of recognition of the environmental problem, (knowing how to know), acceptance of responsibility (knowing how to be) and responsible and informed action (knowing how to do), they manifest certain varied knowledge about the environment, but they lack to be more active and persistent when giving solutions to environmental problems. Subsequently designed the didactic unit, taking into account what was found in the diagnosis made and the documentary analysis carried out, with this it was possible to propose a structure for the didactic strategy, propose contents and activities to strengthen environmental competences, resulting in a significant process in which students have the possibility to contribute, learn, understand, strengthen and transform skills and learning habits. Likewise, the validation of the didactic unit mediated by learning landscapes is achieved, through experts in environmental issues, who presented their assessments after applying interview and focus group, evidencing that the planning and structuring of the unit is focused on strengthening the competencies in the students.Introducción..................................................................................................................................................................................................13Capitulo I. Aspectos preliminares...................................................................................................................................................171.1. Planteamiento del problema......................................................................................................................................................171.1.1. Descripción del Problema..........................................................................................................................................................171.1.2. Formulación del problema........................................................................................................................................................201.2. Objetivos................................................................................................................................................................................................201.2.1. Objetivo General...............................................................................................................................................................................201.2.2. Objetivos Específicos...........................................................................................................................................................211.3. Justificación.........................................................................................................................................................................................21Capitulo II. Marco referencial.............................................................................................................................................................272.1. Estado del arte....................................................................................................................................................................................272.1.1. Competencias ambientales.....................................................................................................................................................272.1.2. Unidades didácticas...................................................................................................................................................................352.1.3. Paisajes de aprendizaje...........................................................................................................................................................432.2. Marco espacial...................................................................................................................................................................................452.3. Marco teórico......................................................................................................................................................................................462.3.1. La educación en ciencias y la educación ambiental...........................................................................................462.3.2. Competencias Ambientales.................................................................................................................................................482.3.3. Didáctica general.........................................................................................................................................................................522.3.3.1. Didáctica de las ciencias naturales..............................................................................................................................552.3.3.2. Unidad didáctica en la enseñanza de las ciencias............................................................................................562.3.3.3. Diseño de unidades didácticas.......................................................................................................................................582.3.3.4. Descripción y secuenciación de actividades de la unidad didáctica...................................................642.3.4. Paisajes de aprendizaje............................................................................................................................................................662.3.4.1. Teoría de las Inteligencias Múltiples.............................................................................................................................682.3.4.2. Taxonomía de los Objetivos de Aprendizaje .........................................................................................................702.3.4.3. La Suma de Inteligencias Múltiples y Taxonomía de los Objetivos de Aprendizaje...................722.4. Marco legal...........................................................................................................................................................................................75Capitulo III. Marco metodológico...................................................................................................................................................773.1. Paradigma..............................................................................................................................................................................................783.2. Tipo de investigación ....................................................................................................................................................................823.3. Enfoque de la investigación....................................................................................................................................................833.4. Fases del estudio.............................................................................................................................................................................843.4.1. Primera fase: diagnóstico .......................................................................................................................................................843.4.2. Segunda fase: diseño de la unidad didáctica...........................................................................................................853.4.3. Tercera fase: valoración de la unidad didáctica......................................................................................................863.5. Técnicas e instrumentos de recolección de la información.............................................................................883.5.1. La entrevista ....................................................................................................................................................................................883.5.2. El cuestionario ..............................................................................................................................................................................903.5.3. Observación directa...................................................................................................................................................................913.5.4. Análisis documental .................................................................................................................................................................933.5.5. Grupo focal ......................................................................................................................................................................................943.5.6. Validación de expertos ............................................................................................................................................................963.6. Técnicas de análisis de la información ...........................................................................................................................973.7. Población y muestra ...................................................................................................................................................................993.8. Delimitación y alcance ..............................................................................................................................................................1003.9. Consideraciones éticas ..............................................................................................................................................................101Capitulo IV. Resultados y discusión .............................................................................................................................................1024.1. Diagnóstico sobre competencias ambientales ..........................................................................................................1024.1.1. Entrevista ............................................................................................................................................................................................1024.1.2. Cuestionario .....................................................................................................................................................................................1074.1.3. Observación.......................................................................................................................................................................................1114.2. Diseño de la unidad didáctica ................................................................................................................................................1174.2.1. Descripción de las actividades propuestas en la unidad didáctica ...........................................................1464.3. Valoración de la unidad didáctica ........................................................................................................................................1834.3.1. Entrevista a docentes expertos ............................................................................................................................................1834.3.2. Grupo focal ........................................................................................................................................................................................216Capitulo V. Conclusiones y recomendaciones .......................................................................................................................2395.1. Conclusiones .......................................................................................................................................................................................2395.2. Recomendaciones ..........................................................................................................................................................................240Referencias bibliográficas ...................................................................................................................................................................242application/pdfspaCopyright Universidad de Córdoba, 2021Trabajo de grado - Maestríainfo:eu-repo/semantics/restrictedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Unidad didácticaCompetencia ambientalPaisajes de aprendizajeEducación ambientalAprendizaje de las Ciencias NaturalesDidactic unitEnvironmental competenceLearning landscapesEnvironmental educationNatural sciences learning