Los conocimientos meteorológicos mejoran la percepción sobre el cambio climático
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Date
2026-02
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El presente estudio, se desarrolló bajo el enfoque cualitativo, con un diseño de investigación-acción de tipo práctico. El objetivo principal fue mejorar la percepción frente al cambio climático en los estudiantes de primer grado de Educación Secundaria utilizando como recurso pedagógico los conocimientos de la meteorología. El proceso investigativo se desarrolló en dos ciclos siguiendo las fases de la investigación-acción, estructurados en torno a cuatro hipótesis de acción. Los datos se obtuvieron a través del diario de campo, la escala de percepciones sobre el cambio climático y los dibujos analíticos elaborados por los estudiantes. Entre los principales hallazgos, se identificó que la enseñanza del cambio climático contextualizada, participativa y basada en el análisis de variables meteorológicas contribuye a la formación de ciudadanos críticos, informados y ambientalmente responsables, capaces de comprender los desafíos de la crisis climática y actuar en consecuencia desde sus realidades locales, contribuyendo a la mejora de la percepción sobre el cambio climático en los estudiantes del primer grado de educación secundaria.
The present study, entitled “Meteorological knowledge improves the perception of climate change in first grade students of Secondary Education”, was developed under a qualitative approach, with a practical action-research design. The main objective was to improve the perception of climate change in first grade students of Secondary Education using meteorological knowledge as a pedagogical resource. In order to carry out this research, the following data collection techniques were applied: observation, questionnaire and drawing analysis. These techniques were supported by their respective instruments: the field diary, the scale of perceptions on climate change and the analytical drawings elaborated by the students.The research process was developed following the cycles of action research: planning, action, observation and reflection, structured around four hypotheses of action. These hypotheses guided the implementation of meteorological knowledge as an innovative proposal to strengthen environmental perception in the classroom. As a result, it is concluded that the application of meteorological knowledge contributed significantly to improve the perception of climate change in students of the first grade of Secondary Education.
The present study, entitled “Meteorological knowledge improves the perception of climate change in first grade students of Secondary Education”, was developed under a qualitative approach, with a practical action-research design. The main objective was to improve the perception of climate change in first grade students of Secondary Education using meteorological knowledge as a pedagogical resource. In order to carry out this research, the following data collection techniques were applied: observation, questionnaire and drawing analysis. These techniques were supported by their respective instruments: the field diary, the scale of perceptions on climate change and the analytical drawings elaborated by the students.The research process was developed following the cycles of action research: planning, action, observation and reflection, structured around four hypotheses of action. These hypotheses guided the implementation of meteorological knowledge as an innovative proposal to strengthen environmental perception in the classroom. As a result, it is concluded that the application of meteorological knowledge contributed significantly to improve the perception of climate change in students of the first grade of Secondary Education.
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Keywords
Conocimientos meteorológicos, Cambio climático, Adaptación, Mitigación