Resumen de Design of a school butterfly garden as an experiential learning strategy to strengthen students' scientific and environmental competencies
Madeley Elvira Mercado Hundelhausen, Orlando Pertuz Duran, María del Carmen Jiménez Barriosnuevo
Objective: This study aims to diagnose the level of students' scientific and environmental competencies to design an educational proposal based on the development of a school butterfly garden as an experiential learning strategy. The research is grounded in the active methodology of experiential learning, aligned with constructivist theories that assert knowledge is built through active interaction with the environment.
Methodology: The adopted methodology follows a quantitative approach, with explanatory scope, and a quasi-experimental design. Data collection was carried out through an initial diagnosis using a pre-test with items selected from the ICFES "Evaluar para Avanzar" (2021-2023) booklets in the areas of Natural Sciences and Environmental Education.
Results: The results showed varied performance: in the "inquiry" competency, students achieved an average of 51.2% correct answers; in "phenomenon explanation," the average was 56.9%; and in "comprehensive use of scientific knowledge," 43.8%. These findings indicate that, while there is a foundational understanding of science, deficiencies remain in specific competencies necessary for developing solid scientific thinking.
Conclusions: The conclusions highlight the need to implement educational strategies focused on indicators with lower performance, using active methodologies that promote practical, participatory, and contextualized learning. This study proposes the school butterfly garden as an innovative model for Natural Sciences education, fostering both the development of scientific competencies and students' environmental commitment.
