Inteligencia ecológica y conciencia ambiental en estudiantes de Educación Primaria de la Institución Educativa N°54203 de Maramara, Chincheros, Apurímac 2024
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2026-05-27
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El estudio se desarrolló con la finalidad de establecer la relación entre inteligencia ecológica y conciencia ambiental en estudiantes de educación primaria, el estudio fue de enfoque cuantitativo, de nivel relacional con diseño descriptivo correlacional, para lo cual se ha establecido como dimensiones para la inteligencia ecológica a la identidad ecológica, cuidado ecológico y conocimiento ecológico, asimismo se ha establecido como dimensiones para la conciencia ambiental a la responsabilidad ambiental y la actitud ambiental. Este estudio tuvo como muestra de estudios a 15 niños del nivel primario, para lo cual se ha recogido los datos para ambas variables con fichas de observación. La investigación llegó a los siguientes resultados: Los resultados obtenidos respaldan la idea de que fomentar la inteligencia ecológica en los estudiantes puede contribuir a desarrollar una mayor conciencia ambiental en los estudiantes. El coeficiente de correlación de Kendall, tau_b, de 0.535 indicó una relación positiva moderada. Esto quiere decir que a medida que aumenta el nivel de inteligencia ecológica en los estudiantes, también aumenta de manera significativa su conciencia ambiental. En otras palabras, los estudiantes que demuestran una mayor capacidad para comprender y valorar los sistemas naturales también muestran una mayor preocupación por el cuidado del medio ambiente. El valor de significancia (p = 0.046) es menor al nivel de significancia convencional de 0.05, lo que nos permitió rechazar la hipótesis nula y afirmar con certeza a la hipótesis alterna. (Kendall: 0,535; p < 0,05).
The study was conducted with the aim of establishing the relationship between ecological intelligence and environmental awareness in primary school students. The study was quantitative in nature, relational in scope, and descriptive-correlational in design. Ecological intelligence was defined as comprising the dimensions of ecological identity, ecological care, and ecological knowledge, while environmental awareness was defined as comprising the dimensions of environmental responsibility and environmental attitude. This study had a sample of 15 primary school children, for which data for both variables was collected using observation sheets. The research yielded the following results: The results obtained support the idea that fostering ecological intelligence in students can contribute to developing greater environmental awareness in students. Kendall's correlation coefficient, tau_b, of 0.535 indicated a moderate positive relationship. This means that as the level of ecological intelligence in students increases, their environmental awareness also increases significantly. In other words, students who demonstrate a greater ability to understand and value natural systems also show greater concern for caring for the environment. The significance value (p = 0.046) is lower than the conventional significance level of 0.05, which allowed us to reject the null hypothesis and affirm the alternative hypothesis with certainty. (Kendall: 0,535; p < 0,05).
Kay yachay taqwiyqa ruwakurqa qallariy yachay wasi yachaqkunapi pachamamamanta yachay nisqawan pachamamamanta yuyaychakuy nisqawan imayna tinkusqankuta tarinapaq. Yachay taqwiyqa yupaymanasqa karqa, tinkuyniyuq hatun kayninpi, hinallataq willakuq-tinkuchiq ruwayninpi. Pachamamamanta yachay nisqaqa sutinchakurqa kay sayaykunayuq kaspa: pachamamawan kikin kay, pachamamata qhaway, hinallataq pachamamamanta yachay. Pachamamamanta yuyaychakuy nisqaqa sut'inchakurqa kay sayaykunayuq kaspa: pachamamamanta ruwana hinallataq pachamamaman yuyaykuy. Kay yachay maskaypiqa chunka pichqayuq qallariy yachay wasi wawakunam akllasqa karqanku, paykunamanta iskaynin tikraqkunapaq willakuykunaqa qhaway panqakunawan huñusqa karqan. Yachay mask'ayqa kay qatiq taripaykunatam quwarqan: Tarisqakunaqa yuyaychanmi yachakuqkunapi pachamamamanta yachayta wiñachiyqa, paykunapi pachamamamanta aswan allin yuyayniyuq kanankupaq yanapanman. Kendallpa tau_b sutiyuq tinkinakuy tupuynin, 0.535 kaq, chawpi allin t'inkinakuy kasqanta rikuchirqan. Kayqa nin, yachakuqkunap pachamamamanta yachaynin astawan wiñaptinqa, pachamamamanta yuyaychakuyninkupas anchatapuni wiñan. Huk rimaypiqa, sallqa pachakunata hamutanapaq chaynataq chaninchapaq aswan atiyniyuq yachakuqkunaqa, pachamamata qhawanankupaqpas aswan yuyayniyuqmi kanku. Chanin kaynin (p = 0.046) nisqaqa 0.05 sapsi chanin kaymanta aswan pisi kachkan, chaymi yanapawarqanchik chusaq yuyaychayta qichunaykupaq, hinaspataq huk kaq yuyaychayta chiqap kaywan takyachinaykupaq. (Kendall: 0.535; p < 0.05).
The study was conducted with the aim of establishing the relationship between ecological intelligence and environmental awareness in primary school students. The study was quantitative in nature, relational in scope, and descriptive-correlational in design. Ecological intelligence was defined as comprising the dimensions of ecological identity, ecological care, and ecological knowledge, while environmental awareness was defined as comprising the dimensions of environmental responsibility and environmental attitude. This study had a sample of 15 primary school children, for which data for both variables was collected using observation sheets. The research yielded the following results: The results obtained support the idea that fostering ecological intelligence in students can contribute to developing greater environmental awareness in students. Kendall's correlation coefficient, tau_b, of 0.535 indicated a moderate positive relationship. This means that as the level of ecological intelligence in students increases, their environmental awareness also increases significantly. In other words, students who demonstrate a greater ability to understand and value natural systems also show greater concern for caring for the environment. The significance value (p = 0.046) is lower than the conventional significance level of 0.05, which allowed us to reject the null hypothesis and affirm the alternative hypothesis with certainty. (Kendall: 0,535; p < 0,05).
Kay yachay taqwiyqa ruwakurqa qallariy yachay wasi yachaqkunapi pachamamamanta yachay nisqawan pachamamamanta yuyaychakuy nisqawan imayna tinkusqankuta tarinapaq. Yachay taqwiyqa yupaymanasqa karqa, tinkuyniyuq hatun kayninpi, hinallataq willakuq-tinkuchiq ruwayninpi. Pachamamamanta yachay nisqaqa sutinchakurqa kay sayaykunayuq kaspa: pachamamawan kikin kay, pachamamata qhaway, hinallataq pachamamamanta yachay. Pachamamamanta yuyaychakuy nisqaqa sut'inchakurqa kay sayaykunayuq kaspa: pachamamamanta ruwana hinallataq pachamamaman yuyaykuy. Kay yachay maskaypiqa chunka pichqayuq qallariy yachay wasi wawakunam akllasqa karqanku, paykunamanta iskaynin tikraqkunapaq willakuykunaqa qhaway panqakunawan huñusqa karqan. Yachay mask'ayqa kay qatiq taripaykunatam quwarqan: Tarisqakunaqa yuyaychanmi yachakuqkunapi pachamamamanta yachayta wiñachiyqa, paykunapi pachamamamanta aswan allin yuyayniyuq kanankupaq yanapanman. Kendallpa tau_b sutiyuq tinkinakuy tupuynin, 0.535 kaq, chawpi allin t'inkinakuy kasqanta rikuchirqan. Kayqa nin, yachakuqkunap pachamamamanta yachaynin astawan wiñaptinqa, pachamamamanta yuyaychakuyninkupas anchatapuni wiñan. Huk rimaypiqa, sallqa pachakunata hamutanapaq chaynataq chaninchapaq aswan atiyniyuq yachakuqkunaqa, pachamamata qhawanankupaqpas aswan yuyayniyuqmi kanku. Chanin kaynin (p = 0.046) nisqaqa 0.05 sapsi chanin kaymanta aswan pisi kachkan, chaymi yanapawarqanchik chusaq yuyaychayta qichunaykupaq, hinaspataq huk kaq yuyaychayta chiqap kaywan takyachinaykupaq. (Kendall: 0.535; p < 0.05).
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Inteligencia ecológica, Conciencia ambiental, Responsabilidad ambiental, La actitud ambiental., Ecological intelligence, Environmental awareness, Environmental responsibility, Environmental attitude., Pachamamamanta yachay, Pachamamamanta yuyay,, Pachamamamanta ruwana, Pachamamaman kawsay