Juegos para contribuir a la educación ambiental a través de la clase de Educación Física
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
Los juegos en la Educación Física son herramientas fundamentales que aportan un gran
valor educativo, promoviendo la participación activa y el desarrollo de habilidades
significativas en los educandos. Esta investigación tiene como objetivo general proponer
juegos para favorecer la Educación Ambiental en los educandos de tercer grado de la
instituvión educativa “Antwniw Maceo Grajales” a través de la clase de Educación Física.
La metodología empleada se basa en el enfoque dialéctico-materialista y combina
métodos teóricos y empíricos. Se realizó un análisis documental para evaluar cómo se
aborda la Educación Ambiental y los juegos en los documentos oficiales y programas de
Educación Física. Además, se utilizó la observación participante para identificar las
potencialidades y carencias en el proceso educativo, y la triangulación de datos para
detectar patrones y regularidades en el estudio. Como resultado, se diseñaron juegos,
detallando su nombre, materiales, objetivos, organización, desarrollo y reglas. Estos
juegos se presentan como una herramienta eficaz en la práctica educativa, ya que
contribuyen a mejorar actitudes positivas, fomentar el compañerismo, promover valores y
conocimientos relacionados con la Educación Ambiental, integrando así el aprendizaje
lúdico con el cuidado del entorno.
Games in Physical Education are fundamental tools that provide great educational value, promoting active participation and the development of significant skills in students. The general objective of this research is to propose games to promote Environmental Education among third-grade students at the Antonio Maceo Grajales Educational Institution through Physical Education classes. The methodology used is based on the dialectical-materialist approach and combines theoretical and empirical methods. A documentary analysis was conducted to evaluate how Environmental Education and games are addressed in official documents and Physical Education programs. Participant observation was also used to identify strengths and weaknesses in the educational process, and data triangulation was used to detect patterns and regularities in the study. As a result, games were designed, detailing their name, materials, objectives, organization, development, and rules. These games are presented as an effective tool in educational practice, as they contribute to improving positive attitudes, fostering camaraderie, and promoting values and knowledge related to Environmental Education, thus integrating playful learning with environmental care.
Games in Physical Education are fundamental tools that provide great educational value, promoting active participation and the development of significant skills in students. The general objective of this research is to propose games to promote Environmental Education among third-grade students at the Antonio Maceo Grajales Educational Institution through Physical Education classes. The methodology used is based on the dialectical-materialist approach and combines theoretical and empirical methods. A documentary analysis was conducted to evaluate how Environmental Education and games are addressed in official documents and Physical Education programs. Participant observation was also used to identify strengths and weaknesses in the educational process, and data triangulation was used to detect patterns and regularities in the study. As a result, games were designed, detailing their name, materials, objectives, organization, development, and rules. These games are presented as an effective tool in educational practice, as they contribute to improving positive attitudes, fostering camaraderie, and promoting values and knowledge related to Environmental Education, thus integrating playful learning with environmental care.