Un acercamiento a la biodiversidad vegetal para el conocimiento y la conservación de huertas escolares de colegios aliados al Jardín Botánico de Bogotá José Celestino Mutis mediante una guía ilustrada

Abstract

The teaching-learning process of schools and institutes is mostly of a rote-traditional nature, and that, some textbooks that were used for the realization of the classes have been left aside, lately the textbooks or of illustration are not used as frequently in the classroom; This proposal was developed taking into account these aspects and managing to differentiate them from a guide illustrated by its author with a watercolor technique and with a practice accompanied by care, steps and recognition through illustration for the appropriation of plant environments that They are found in the school gardens of the schools allied to the JBBJCM; stimulating the boys and girls belonging to describe situations or phenomena based on the human capacity to process visual information (Larkin and Simón, 1987; Feschotte and Moles, 1991) and its advantage over written texts in the stimulation of mental models ( Stone and Golk, 1981; Duchastel, 1981). For this it was necessary to establish the difference of a knowledge that is developed in unconventional spaces; like the school garden, and a different learning process was carried out and something more directed to what Bandura thought, which accepts that human beings acquire skills and behaviors in an operant and instrumental way, thus rejecting that our learning is carried out according to the model behaviorist. It highlights how cognitive factors intervene between observation and imitation that help the subject decide whether to imitate what is observed or not; This author is recognized for his studies on observational learning, through which he has shown that human beings acquire new behaviors without obvious reinforcement. The only requirement for learning may be that the person observes another individual or model carry out a certain behavior. Later, especially if the model received a visible reward for its execution, the observer may also manifest the new response when given the opportunity to do so (Ruiz, 2010). For this reason, based on a pedagogical strategy, which was an illustrated guide, knowledge for the conservation of these spaces was encouraged in children, taking into account that the development of observation and relationship within the learning process It is a fundamental part for the advancement in environmental educational policies regarding respect, care, value and appropriation of the environments.