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Revista Ciencia, Tecnología e Innovación

versión impresa ISSN 2225-8787


GARECA, Mireya  y  VILLARPANDO, Hugo. Impact of green areas in teaching learning process. Rev. Cien. Tec. In. [online]. 2017, vol.14, n.15, pp.877-892. ISSN 2225-8787.

Abstract The studies in this area indicate that the green area is a mental restorer, promotes creativity, is a natural tranquilizer and can contribute to a better academic performance, therefore, the research carried out aimed to investigate the impact of green areas in the teaching-learning process. A qualitative-quantitative approach was used, from the socio-critical paradigm; the participatory action research method, documentary analysis and the comparative method were applied. Among the techniques used was the survey and the population to be studied was 800 students. A random probabilistic sampling was carried out with 174 students surveyed in 2014 and 176 in 2017. The task group was from 12 to 17 years old and the project consisted in the implementation of ornamental plants in the courtyard of a high school in the city of Sucre in 2014. Results: it is observed that 79% consider the presence of plants important and 35.55% think that the absence of vegetation negatively affects their academic performance. With a similar percentage 45.5% consider that their creativity has improved and they felt happier and 37.5% felt more focused. Teachers indicate that students feel more cheerful and motivated in classes, but do not attribute the best performance of some students only to the presence of plants. Conclusions: It is concluded that an environment with ornamental vegetation generates a sense of well-being, an aspect that suggests the student to take a better attitude when developing the teaching-learning process.

Palabras clave : Restorative environments; stress; creativity; attention; joy; satisfaction; quality of school life; environmental perception; mental health.

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