Naranjo, Claudia PatriciaLorduy Flórez, Danny JoséCaraballo Pinedo, Jair FerneyDíaz Meza, Diana Carolina2021-12-072021-12-072021-12-07https://repositorio.unicordoba.edu.co/handle/ucordoba/4730The learning of biology and its relationship with the training of environmental leaders in the basic secondary school level of the La Rada district, Moñitos-Córdoba, corresponds to a postgraduate research assigned to the Master's program in Didactics of Natural Sciences of the University of Córdoba , Colombia, from a qualitative-interpretive perspective, which, following a systematized methodology in the analysis of qualitative content, documentary analysis, non-participant observation and in-depth interviews, sought to analyze the relationship of biology learning with the training of environmental leaders in 12 7th grade students from the La Rada Educational Institution in the La Rada district, Moñitos-Córdoba. Through the identification of the foundations, development and applications as criteria and differentiating elements for the training of school environmental leaders. The methodological process was developed in three phases, which culminated in the proposal of an environmental tutor module, of a reflective and critical nature, based on four main categories: educate for the environment, train to build an Environment, lead to transform the context and share the transformed. The conclusions emphasize the importance of encouraging school environmental leadership and promoting the collective dynamics of environmental awareness and empowerment in adolescents and young people for the generation of commitments and actions in favor of environmental problems in their context.Resumen………………………………………………………………………………….. VIntroducción………………………………………………………….…………………… 1CAPÍTULO I. Aspectos Preliminares…………………………………………………… 31.1 Planteamiento del Problema………………………………………………..…….. 31.1.1 Descripción del problema……………………………………………………….... 31.1.2 Formulación del problema………………………………………………………... 51.2 Objetivos…………………………………………………………………………. 61.2.1 Objetivo General………………………………………………………………… 61.2.2 Objetivos Específicos…………………………………………………………….. 61.3 Justificación…………………………………………………………………………...7CAPÍTULO II. Marco Referencial……………………………………………………….. 102.2 Marco Espacial……………………………………………………………………….. 242.5 Marco Legal…………………………………………………………………………...40CAPÍTULO III. Marco metodológico……………………………………………………. 453.1 Paradigma…………………………………………………………………………….. 453.2 Tipo…………………………………………………………………………………… 463.3 Enfoque……………………………………………………………………………… 473.4 Instrumentos de recolección de información…………………………………………. 473.5 Técnicas de análisis de información………………………………………………….. 483.6 Población y Muestra…………………………………………………………………..50CAPÍTULO IV…………………………………………………………………………53Presentación de resultados y análisis de la intervención………………………………… 53CAPÍTULOV………………………………………………………………………………126Conclusiones y Recomendaciones……………………………………………………….. 1265.1 Conclusiones…………………………………………………………………………. 1265.2 Recomendaciones……………………………………………………………………. 128Referencias………………………………………………………………………………. 130A. Anexo: Título del anexo A……………………………………………………….. 144application/pdfspaCopyright Universidad de Córdoba, 2021Trabajo de grado - Maestríainfo:eu-repo/semantics/restrictedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Aprendizaje de las cienciasConciencia ambientalEducación ambientalLíderes ambientalesProblemáticas socioambientalesScience learningEnvironmental awarenessEnvironmental educationEnvironmental leadersSocio-environmental problems