ICT-mediated instructional activities for plant biodiversity conservation from a biological perspective
Actividades docentes integrando TIC para la conservación de la biodiversidad vegetal desde la biologíaArticle Sidebar
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Background: The accelerated depletion of phytodiversity in the province of Cunene (Angola) represents a critical environmental challenge that necessitates innovative educational strategies to enhance ecological awareness among students. Objective: This study aims to evaluate the impact of Information and Communication Technology (ICT)-mediated instructional activities on learning outcomes regarding biodiversity conservation among seventh-grade students. Methodology: A quasi-experimental study was conducted using a sequential explanatory mixed-methods approach. The sample comprised 60 students and 3 teachers. Data collection instruments were administered before and after a techno-pedagogical intervention grounded in the TPACK (Technological Pedagogical Content Knowledge) framework. Results: In the baseline phase, 57% of the students exhibited conceptual gaps regarding biodiversity, and 67% failed to identify anthropogenic threats. Post-intervention results indicated a statistically significant improvement in both conceptual understanding and environmental consciousness. Teachers positively appraised the integration of ICT, although they highlighted systemic limitations concerning infrastructure and professional development. Conclusion: Structured ICT integration significantly enhances learning and environmental sensitization, underscoring the imperative for contextualized pedagogical strategies and sustained institutional support within vulnerable educational settings.
Contexto: La pérdida acelerada de biodiversidad vegetal en la provincia de Cunene (Angola) representa un desafío ambiental crítico que demanda estrategias educativas innovadoras para fortalecer la conciencia ecológica en estudiantes. Objetivo: Evaluar el impacto de actividades docentes mediadas por Tecnologías de la Información y la Comunicación (TIC) en el aprendizaje sobre conservación de la biodiversidad en estudiantes de séptimo grado. Metodología: Se desarrolló un estudio cuasi-experimental con enfoque de métodos mixtos explicativo secuencial. La muestra estuvo conformada por 60 estudiantes y 3 docentes. Se aplicaron instrumentos antes y después de una intervención tecno-pedagógica basada en el modelo TPACK. Resultados: En la fase inicial, el 57% de los estudiantes evidenció desconocimiento conceptual sobre biodiversidad y el 67% no identificó amenazas antrópicas. Tras la intervención, se registró una mejora estadísticamente significativa en la comprensión conceptual y en la conciencia ambiental. Los docentes valoraron positivamente el uso de TIC, aunque señalaron limitaciones en infraestructura y formación. Conclusión: La integración estructurada de TIC mejora significativamente el aprendizaje y la sensibilización ambiental, destacando la necesidad de estrategias pedagógicas contextualizadas y apoyo institucional sostenido en contextos educativos vulnerables.
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