AutoGrow como estrategia pedagógica ambiental mediante el uso de herramientas STEAM+ en contextos educativos
Fecha
2026
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Universidad de Manizales
Referencia bibliográfica
Resumen
La presente investigación tuvo como objetivo diseñar e implementar un modelo pedagógico y didáctico basado en la programación física y en el uso de software educativo, que permita a los estudiantes aprender a partir de la experiencia directa, explorar su entorno, comprender las problemáticas ambientales de su contexto y fortalecer la educación ambiental y el pensamiento crítico. La metodología implementada se basó en un enfoque cualitativo, enmarcado en un paradigma sociocrítico de carácter integral e interpretativo, desde la perspectiva de la Investigación-Acción pedagógica. Se trabajó con estudiantes de grado tercero de primaria de la Institución Educativa Marco Fidel Suárez (Riosucio, Caldas) y de grado décimo de la Institución Educativa Juan XXIII (Yumbo, Valle del Cauca). Los resultados permitieron reconocer que la implementación de estrategias como AutoGrow posibilita el desarrollo de competencias digitales, el trabajo colaborativo y el reconocimiento del contexto como parte del ejercicio de la formación integral. Además, promovió la articulación entre los procesos de enseñanza y aprendizaje, el contexto educativo y la realidad del estudiante, demostrando que es posible potenciar estrategias que favorezcan la participación de la comunidad educativa en pro de una formación integral y pertinente. Se concluye entonces que, el desarrollo e implementación de estrategias STEAM+ son una alternativa viable para promover el cuidado del ambiente y el desarrollo de habilidades para la vida; no obstante, se requiere de cualificación docente constante y del acceso a recursos para que la estrategia sea duradera y sostenible en el tiempo.
In this context, the present research aimed to design and implement a pedagogical and didactic model based on physical programming and educational software that allows students to learn through direct experience, explore their environment, understand local environmental issues, and enhance environmental education and critical thinking. The methodology used was a qualitative approach within a comprehensive and interpretive sociocritical paradigm, from the perspective of Pedagogical Research-Action. We worked with third-grade students at the Marco Fidel Suárez Educational Institution (Ríosucio, Caldas) and tenth-grade students at the Juan XXIII Educational Institution (Yumbo, Valle del Cauca). The results indicated that implementing strategies like AutoGrow supports the development of digital skills, collaborative work, and an understanding of the context as part of comprehensive training. Additionally, it facilitated connections among teaching and learning processes, the educational environment, and students’ realities, showing that strategies can be improved to enable active participation by the educational community in meaningful training. Therefore, it can be concluded that developing and implementing STEAM+ strategies are effective ways to promote environmental awareness and life skills. However, ongoing teacher training and access to resources are necessary to ensure the long-term sustainability of these strategies.
In this context, the present research aimed to design and implement a pedagogical and didactic model based on physical programming and educational software that allows students to learn through direct experience, explore their environment, understand local environmental issues, and enhance environmental education and critical thinking. The methodology used was a qualitative approach within a comprehensive and interpretive sociocritical paradigm, from the perspective of Pedagogical Research-Action. We worked with third-grade students at the Marco Fidel Suárez Educational Institution (Ríosucio, Caldas) and tenth-grade students at the Juan XXIII Educational Institution (Yumbo, Valle del Cauca). The results indicated that implementing strategies like AutoGrow supports the development of digital skills, collaborative work, and an understanding of the context as part of comprehensive training. Additionally, it facilitated connections among teaching and learning processes, the educational environment, and students’ realities, showing that strategies can be improved to enable active participation by the educational community in meaningful training. Therefore, it can be concluded that developing and implementing STEAM+ strategies are effective ways to promote environmental awareness and life skills. However, ongoing teacher training and access to resources are necessary to ensure the long-term sustainability of these strategies.
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Palabras clave
Educación y transformación digital, Cuidado Ambiental, STEAM+, AutoGrow, Innovación educativa, Educational Innovation
