3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
107
FORMATIVE METHOD FOR THE DEVELOPMENT OF
ENVIRONMENTAL BEHAVIOR IN UNIVERSITY STUDENTS LIMA-
PERU
Jessica Lagos Videla
Univesity National University Federico Villarreal EUPG-UNFV, Lima, (Perú).
Universidad tecnológica del Perú UTP, (Perú).
E-mail: C21402@utp.edu.pe ORCID: https://orcid.org/0000-0003-1991-4171
Doris Esenarro Vargas
Univesity National University Federico Villarreal EUPG-UNFV, Lima, (Perú).
E-mail: desenarro@unfv.edu.pe ORCID: https://orcid.org/0000-0002-7186-9614
Carmen Aquije
University Tecnologica de Lima Sur – UNTELS - (Perú).
E-mail: caquije@untels.edu.pe ORCID: https://orcid.org/0000-0002-7622-4882
Jorge Bringas
Univesity National University Mayor de San Marcos, Lima, (Perú).
E-mail: jbringass@unmsm.edu.pe ORCID: https://orcid.org/0000-0003-2011-4964
Recepción: 03/09/2021 Aceptación: 11/11/2021 Publicación: 24/11/2021
Citación sugerida:
Lagos, J., Esenarro, D., Aquije, C., y Bringas, J. (2021). Formative method for the development of environmental
behavior in university students Lima-Peru. 3C Empresa. Investigación y pensamiento crítico, 10(4), 107-125. https://doi.
org/10.17993/3cemp.2021.100448.107-125
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
108 https://doi.org/10.17993/3cemp.2021.100448.107-125
ABSTRACT
This research aims to determine the inuence of the method of the formative project in the development
of environmental behaviors in undergraduate students of a private university, 2020. This is because in
the current educational system, teaching focused on developing competencies was established in the mid-
nineties; despite this, some private academic centers can follow the traditional model for the fulllment
of objectives. The use of the formative project method, which is characterized by its permissibility
feature, for which a plan of action is designed, data was collected through a questionnaire based on the
Likert scale before and after the application of the project with a sample of 168 students. The results
based on the Wilcoxon Ranges statistical analysis showed that there were no students with Low scores
in the pre-test, but students with a Medium level of 44.05% (74); and 55.95% (94) presented a High
level, and in the post-test, the number of Medium levels decreased by 3.57% (6) and the High level
increased by 96.43% (162) students. They conclude that the method of the formative project inuences
the environmental behavior and concerning the dimensions of the Practices and improves the behavior
of the students either in the recognition and analysis of the problem, the approach, and formulation of
strategies.
KEYWORDS
Method of training projects, Environmental behavior, Eco-ecient practices, Environmental identity.
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
109 https://doi.org/10.17993/3cemp.2021.100448.107-125
1. INTRODUCTION
The exercise of teaching should be transcendent since higher education is not absent from research
and with it the continuous improvement of methods and processes to optimize this task; that is why, at
present, dierent didactic methods and techniques are analyzed and evaluated to achieve signicant
learning. (Ambrosio & Silvano, 2018) According to those above, the present research emphasized the
use of the formative project method, which is characterized by its characteristic of allowing students to
develop capacities such as observation, analysis of the dierent problems in their personal, interpersonal,
community, work, and ecological context; therefore, a plan of action is designed, and when it is executed,
it generates viable solutions, by allowing an autonomous position with initiative and collaborative
character. That is why the environmental approach of using the project method in the Environmental
Culture course (present in the curriculum of all professional schools in the institution where the research
was carried out) will allow students, in the exercise of their profession, to evaluate the impact of their
actions on the environment (Ambrosio & Silvano, 2018).
In our country's educational system, teaching focused on developing competencies was established in
the mid-nineties; however, until today, there are private academic centers within the regular primary
education that follow the traditional model by fullling objectives (Amigo et al., 2018).
In the eorts of the "Ministry of Education" to train teachers nationwide on competency-based education,
we can observe the free calls on the Minedu platform on the content of the National Curriculum Design,
as well as other documents such as the curriculum framework, the "framework of good teaching and
management performance", records that guide and orient uniformly the education we want for our
country (Barcelo, 2018).
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
110 https://doi.org/10.17993/3cemp.2021.100448.107-125
2. METHOD
2.1. QUANTITATIVE APPROACH
Quantitative: It "uses data collection to test hypotheses based on the numerical measurement and
statistical analysis to establish patterns of behavior and test theories." (Villamil, 2018)
2.2. RESEARCH DESIGN
The design for the present research is "pre-experimental," based on pre-and post-tests. In addition,
it is worth mentioning that the Method of formative projects has been used to study its eect on the
dependent variable Responsible environmental behavior and to measure the inuence of the dependent
variable on the independent variable; a pre-test will be carried out before starting the Environmental
Culture course with this methodology and a post-test at the end of the academic semester (Caceres,
2018).
“Pre-test and Post-test with a single group”:
Where:
GE: “Experimental Group”
G1: “Pre-test group.”
G2: “Post-test group”
E: “Stimulus" (Application of the Formative Project Method)
2.3. POPULATION AND SAMPLE
The total population of students in the VII cycle receiving the environmental culture course consisted of
297 students, while the sample consisted of 168 students (Carmona et al., 2017). To calculate the size of
the piece, which is extracted from the population, the following formula was applied:
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
111 https://doi.org/10.17993/3cemp.2021.100448.107-125
Formula 1. Sample size.
Where:
n = sample size
Z = Condence level at 95%, which is equal to 1.96
N = Size of the population (297 students)
p = Probability of occurrence (0.5)
α = condence level (95%)
3. RESULTS
Table 1. Kolmogorov-Smirnov One Sample Test.
PRETEST POSTEST DIFERENCES
N 168 168 168
Media 101,29 123,90 22,61
Dev. Deviation 14,281 10,717 15,775
Variance 203,942 114,858 248,861
Z (K – S) 0,067 0,080 0,111
P value ,066 ,011 ,000
Source: own elaboration.
In Table 1, we can observe that the p-value is, 000 and less than 0.05, the sample does not have a normal
distribution; therefore, a non-parametric test can be applied to discredit the hypotheses, in this case, the
"Wilcoxon Ranges Non-parametric Test" (Cardona, Velez & Tobon, 2016).
The "formative projects method" signicantly inuences the development of responsible environmental
behavior, in the dimension eco-ecient practices, in the dimension environmental identity, in the
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
112 https://doi.org/10.17993/3cemp.2021.100448.107-125
dimension environmental awareness in undergraduate students of the VII cycle - Los Olivos – 2018
(Colombo, Rusca and Quiroz, 2016; Carmona et al., 2017).
Table 2. Comparative Analysis of the Environmental Behavior Variable.
Test
Pre Test Pos Test
Environmental
Behavior
Medium Frequency 74 6
% total 44,0% 3,6%
High Frequency 94 162
% total 56,0% 96,4%
Total 168 168
Source: own elaboration.
Figure 1. Graph of the Comparative Analysis of the Environmental Behavior Variable.
Source: own elaboration.
The data obtained in Figure 1 shows that, due to the application of the formative project method, the
students improved their scores. In the pre-test, there were almost equal amounts of students with scores
of Medium and High levels (De la Cruz & Mamani, 2015). Then with the application of the formative
project, the number of students with scores of High level increased and less amount of Medium level;
therefore, this method inuences the improvement of the Environmental Behavior of the undergraduate
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
113 https://doi.org/10.17993/3cemp.2021.100448.107-125
students of the VII cycle - district Los Olivos, which is visualized in Table 2 and Figure 1 (Florez &
Quebranta, 2017).
In the case of the variable "Method of Formative Projects," as part of the evaluation by the teacher in
charge of the Environmental Culture course, the following Table 3 and Figure 2 show the compliance
and development of the indicators of the program to demonstrate its inuence on the environmental
behavior of the students (Fong, Acevedo & Severiche, 2016; Gomez & Tobon, 2017).
Table 3. Assessment of the achieved level of the capability Promotes a culture of sustainability through actions related to the care
and defense of the environment.
Frequency % % Valid Cumulative %
Valid
In Process 4 2,4 2,4 2,4
Achieved 75 44,6 44,6 47,0
Highlighted 89 53,0 53,0 100,0
Total 168 100,0 100,0
Source: own elaboration.
Figure 2. Evaluation of the level achieved for the skill "Promotes a culture of sustainability through actions related to the care and
defense of the environment.
Source: own elaboration.
Frecuency
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
114 https://doi.org/10.17993/3cemp.2021.100448.107-125
With the information in Table 3 and Figure 2, we have the average post-test scores of the students
evaluated concerning the skill "Promotes the culture of sustainability through actions related to the
care and defense of the environment to guarantee ecological well-being, valuing the balance between
the individual and his or her social environment"; of which 2.38% (4) are still In Process, 44.64% (75)
of them in the Achieved level and a majority of 52.96% (89) of them presented an Outstanding level
concerning the capacity analyzed. This questionnaire is part of the evidence of the evaluation process
during the Environmental Culture course by the teacher (Gonzales, 2017; Huaylla, 2019).
Table 4. Comparative analysis of the Eco-efcient Practices dimension.
Test
Pre Test Pos Test
Eco-efcient
Practices
Low Frequency 1
% total 0,6%
Medium Frequency 68 7
% total 40,5% 4,2%
High Frequency 99 161
% total 58,9% 95,8%
Total 168 168
Source: own elaboration.
s
Figure 3. Graph of the Comparative Analysis of the Eco-efcient Practices dimension.
Source: own elaboration.
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
115 https://doi.org/10.17993/3cemp.2021.100448.107-125
Concerning the data obtained, it can be observed that, due to the application of the training project
method, the students improved their scores, since in the pre-test there were scores at Low, Medium,
and High levels and that with the application of the training project the number of students went on to
have scored at Medium level and with a more signicant number at High level. Therefore, this method
inuences the improvement of the Eco-ecient Practices dimension of the undergraduate students of
the VII cycle - Los Olivos district, which is visualized in Table 4 and Figure 3 (Ibarra, Segredo & Juarez,
2018).
Table 5. Comparative analysis of the Environmental Identity dimension.
Test
Pre Test Pos Test
Environmental
Identity
Medium Frequency 60 11
% total 35,7% 6,5%
High Frequency 108 157
% total 64,3% 93,5%
Total 168 168
Source: own elaboration.
In Table 5, which is visualized, therefore, this method inuences the improvement of the Environmental
Identity dimension of the undergraduate students of the VII cycle - Los Olivos district.
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
116 https://doi.org/10.17993/3cemp.2021.100448.107-125
Figure 4. Graph of the Comparative Analysis of the Environmental Identity dimension.
Source: own elaboration.
Concerning the data obtained, it can be observed that the students improved their scores due to the
application of the formative project method (Ibarra, Segredo & Juarez, 2018). Being so that in the pre-
test, there were scores of Medium and High and that with the application of the constructive project,
most students went on to have scores of High level and fewer in the Medium level; and Figure 4 (Juarez
& Torres, 2016).
Table 6. Comparative analysis of the Environmental Awareness dimension.
Test
Pre Test Pos Test
Awareness
Environmental
Low Frequency 1
% total 0,6%
Medium Frequency 90 18
% total 53,6% 10,7%
High Frequency 77 150
% total 45,8% 89,3%
Total 168 168
Source: own elaboration.
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
117 https://doi.org/10.17993/3cemp.2021.100448.107-125
Table 6 visualized this method inuences the improvement of the dimension "Environmental Awareness"
of the undergraduate students of the VII cycle - Los Olivos district.
Figure 5. Graph of the Comparative Analysis of the Environmental Awareness dimension.
Source: own elaboration.
Figure 5 show the data obtained; it can be observed that, due to the application of the formative project
method, the students improved their scores, being so that in the pre-test, there were scores of Low,
Medium and High and that with the application of the formative project the number of students went on
to have scored only High and Medium level (Leyva, Inante & Alonso, 2019; Martinez, 2015; Martinez,
2017; Modejar & Vargas, 2018).
4. DISCUSSION
To begin this section, we will start with the general objective obtained, as a result, the acceptance of
the general hypothesis (Moyano et al., 2017; Musitu, Leon, & Callejas, 2019) states, "The method of
formative projects signicantly inuences the development of responsible environmental behavior in
undergraduate students of the VII cycle - Los Olivos - 2018", using the Wilcoxon Ranks Test, thus
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
118 https://doi.org/10.17993/3cemp.2021.100448.107-125
determining that these data dier with the application of the project, in favor of this (Paredes et al., 2017;
Porras & Perez, 2019).
Therefore, from the above mentioned, according to the studies already conducted both internationally
and nationally that have been found as reference for the development of this study, there is a relationship
and concordance with this research work. The research found as Colombo, Velez, and Tobon (2016),
agrees with the results obtained since they specify that "there is a high level of satisfaction with the
methodology used, while the breakdown of the logbook attesting to the successful implementation of
the proposed mechanism concerning the attitude and performance achieved (Rivera & Garces, 2018).
In the same way, it was possible to identify possibilities for improvement that could be given to future
implementations or modications", this statement is related since it mentions that the methodology of
formative projects is adequate, benecial, and successful when applied.
Similarly, it agrees with Amérigo, Garcia, and Cortes (2017). They state in their documentary analysis
that "such projects should be conceived as didactic strategies that should be oriented towards the ability
to develop competencies based on being able to identify, argue, interpret and solve various problematic
issues under the approach of the proposal of the contents based on entrepreneurship proposals and
the development of their context", which shows that "formative projects" methodologically speaking
inuence the improvement of students in dierent areas (Rivera & Garces, 2018).
Furthermore, Acuña and Severino (2018) states that the "formative projects methodology has signicantly
inuenced in the substantial improvement in front of solving context problems in students of the
secondary level," as it reveals concordance with the present research thus corroborating, that the method
of the formative project inuences the student in their behavior as other aspects.
In this section, the specic hypotheses accepted to be mentioned below are: the rst specic hypothesis
"The method of formative projects signicantly inuences the dimension eco-ecient practices in
undergraduate students of the VII cycle - Los Olivos - 2018. "In this case, the research related to this
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
119 https://doi.org/10.17993/3cemp.2021.100448.107-125
result was by Colombo el al. (2016), who states that "the learning supported by the methodology of the
formative projects integrated to the curriculum allows concatenating transcendent facts of the student's
context, enabling a lasting learning obtained from their formative experience", since this developed
research agrees in some way since as a formative project it will have a positive response and part of this is
in the student's behavior, whatever the subject matter is (Rodriguez, Mendoza & Cargua, 2019; Vanegas
et al., 2018).
5. CONCLUSIONS
The program used based on the formative project signicantly inuences environmental behavior, which
was evidenced in the results, not having students with scores of Low level, but Medium level with 74
(44.0%) and High level with 94 (56.0%) students; according to the post-test the results diered in favor
of the application of the formative program presenting a decrease of students with scores of Medium
level with 6 (3.57%) mainly passing with scores of High level 96.43% (162). This demonstrates the
eectiveness of this method and its implementation in institutions, thus improving the role of people in
the environmental eld.
The methodology of training projects used and applied to the dimension of Eco-ecient Practices
presented a result with respect to the pre-test of 1 (0.6%) student in the "Low level," 68 (40. In the case
of the post-test, there were no students in the "Low level," 7 (4.2%) in the "Medium level," and 161
(95.8%) in the "High level," all this shows that after the application of the training project, the dimension
of Eco-ecient Practices improved in the students and therefore there is a signicant inuence on this
dimension.
According to the Environmental Identity dimension that has been tested, in the pre-test, there were no
students with "Low level," 60 (35.7%) students with "Medium level," 108 (64.3%) students in the "High
level"; for the post-test, there were no students with "Low level," 11 (6.5%) students with "Medium
level" and 157 (93.5%) students with "High level"—concluding that the formative project methodology
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
120 https://doi.org/10.17993/3cemp.2021.100448.107-125
inuences environmental behavior leading to the dimension of Environmental Identity in students,
which complies and works positively and the importance of the proper methods in the formation of
students in the environmental eld.
Finally, for the dimension of Environmental Awareness, the result obtained in the pre-test there was
1 (0.6%) student in the "Low level," 90 (53.6%) in the "Medium level," and 77 (45.8%) students with
"High level"; for the post-test, the result obtained was that there were no students with Low scores, but
there were 18 (10.7%) students with "Medium level" and 150 (89.3%) students with "High level." The
conclusion is that the training method is positive and that its application is booming since the results
show that after carrying out the training project, most of the students scored high; that is, it inuences
the dimension of Environmental Awareness, which is part of the Environmental behavior.
REFERENCES
Acuña-Moraga, O., & Severino-González, P. (2018). Sustentabilidad y comportamiento del
consumidor socialmente responsable. Opción, 34(87), 299-324.
Ambrosio, R., & Silvano, J. (2018). Aprendizaje por proyectos, una experiencia socioformativa. Voces
de la Educación, 3(5), 3-19.
Amérigo, M., García, J., & Côrtes, P. (2017). Análisis de actitudes y conductas pro-ambientales: un
estudio exploratorio con una muestra de estudiantes universitarios brasileños. Ambiente & Sociedade,
20(3), 1-20. http://doi.org/10.1590/1809-4422asoc300r1v2032017
Amigo, C., Labraña, J., Cortés, J., Gómez, E., Moreno, J., & Muñoz, M. (2018). Hacia una
educación ambiental para una sociedad compleja. Un análisis desde la teoría de sistemas sociales.
Revista Mad(39), 13-45. http://doi.org/10.5354/0718-0527.2019.53283
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
121 https://doi.org/10.17993/3cemp.2021.100448.107-125
Barcelo, C. (2018). Conciencia ambiental y comportamiento ecológico. Un análisis de la escala GEB
(General Ecological Behavior) de Kaiser. Revista internacional de sociología, 60(33), 133-170. https://
doi.org/10.3989/ris.2002.i33.733
Cáceres, F. (2018). Proyectos formativos y resolución de problemas contextualizados en estudiantes del cuarto grado
del nivel secundario de la Institución Educativa Juan Andrés Vivanco Amorín, Ate-2017. Tesis de maestría,
Universidad Nacional de Educación. http://repositorio.une.edu.pe/handle/UNE/1821
Cardona, S., Vélez, J., & Tobón, S. (2016). Contribución de la evaluación socioformativa al rendimiento
académico en pregrado. Educar, 52(2), 423-447. https://doi.org/10.5565/rev/educar.763
Carmona, B., Aguilar, M., Barrios, D., & Calvo, A. (2017). Predictive capacity of environmental
identity and values on the recycling of glass: eect of environmentalism and appreciation of
nature. Psyecology, 8(2), 149-176. https://doi.org/10.1080/21711976.2017.1291184
Collado, S., Senís, J., & Fidalgo, C. (2018). Innovando en la Universidad para acercarnos a un desarrollo
sostenible. Edunovatic.
Colombo, C., Rusca, I., & Quiroz-Chura, A. (2016). Estudio observacional del comportamiento proambiental
de separación de residuos en origen en estudiantes universitarios. Universidad de Buenos Aires.
De la Cruz, M., & Mamani, O. (2015). Las actividades de aprendizaje en el diseño de los proyectos del área de
comunicación de una institución educativa del nivel secundario de la ciudad de Pasco (Tesis de maestría). Lima.
Flórez, E., & Quebrada, A. (2017). Proyectos formativos ambientales, como estrategias didácticas para el
fortalecimiento de la cultura ambiental, de los estudiantes de básica primaria en Institución Educativa INECI
(Tesis de licenciatura). Universidad de Córdoba.
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
122 https://doi.org/10.17993/3cemp.2021.100448.107-125
Fong, W., Acevedo, R., & Severiche, C. (2016). Estrategia de investigación formativa en educación
tecnológica: el caso del Proyecto Integrador. Itinerario Educativo: revista de la Facultad de Educación,
30(67), 103-121. https://dialnet.unirioja.es/servlet/articulo?codigo=6280495
Gómez-González J. & Tobón, S. (2017). Análisis documental de los proyectos formativos en Educación
Básica. Metodología, experiencias y benecios. Revista Atlante: Cuadernos de Educación y Desarrollo.
http://hdl.handle.net/20.500.11763/at
González, G. (2017). Las competencias y el enfoque socioformativo: Una propuesta para transformar la
educación. En S. Tobón (Coord.), Foro de Evaluación Socioformativa. https://www.researchgate.net/
publication/322220515_Las_Competencias_y_el_Enfoque_Socioformativo_Competencies_
and_the_Socioformative_Aproach
Huaylla, J. (2019). Proyecto formativo para el desarrollo de la conciencia ambiental de los estudiantes del 4º Grado
de secundaria de la Institución Educativa Mariscal Cáceres de Huamanga (Tesis de maestría). Universidad
Nacional de Educación Enrique Guzmán y Valle, Lima.
Ibarra, S., Segredo, S., & Juárez, L. Y. (2018). Estudio de validez de contenido y conabilidad de un
instrumento para evaluar la metodología socioformativa en el diseño de cursos. Revista Espacios,
39(53). http://www.revistaespacios.com/cited2017/cited2017-24.pdf
Juárez, P., & Torres, C. (2016). Proyectos formativos de investigación: análisis de una experiencia.
Revista Atlante: Cuadernos de Educación y Desarrollo. http://hdl.handle.net/20.500.11763/ATLANTE-
2016-07-proyectos
Leyva, P., Infante, A., & Alonso, L. (2019). Los proyectos escolares: alternativa para desarrollar la
formación laboral. Opuntia Brava, 11(2), 1-13. https://doi.org/10.35195/ob.v11i2.736
Martínez, I. (2015). Identidad ambiental: La construcción de un concepto a partir del análisis de la plataforma Pro-Río
(Tesis de doctorado). Universidad de Alicante, España.
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
123 https://doi.org/10.17993/3cemp.2021.100448.107-125
Martínez, R. (2017). Ensayo crítico sobre educación ambiental. Revista Electrónica Diálogos Educativos,
12(24), 74-104.
Mondéjar, J., & Vargas, M. (2018). Modelos de comportamiento ambiental en economía ecológica:
Una revisión bibliográca. Estudios de economía aplicada, 336(1), 309-316. https://dialnet.unirioja.
es/servlet/articulo?codigo=6283930
Moyano, E., Palomo, G., Olivos, P., & Sepúlveda, J. (2017). Ambientes naturales y urbanos
determinan creencias y comportamientos ambientales, el pensamiento económico y la felicidad.
Psyecology, 8(1), 75-106. http://doi.org/10.1080/21711976.2016.1272875
Musitu, D., León, C., & Callejas, J. (2019). Un análisis socioeducativo de la Educación Ambiental y
del Aula Natura. RES: Revista de Educación Social, (28), 59-78. https://dialnet.unirioja.es/servlet/
articulo?codigo=6877386
Paredes, I., Sansevero, I., Casanova, I., & Ávila, M. (2017). Aprendizaje-servicio. Metodología
para el desarrollo de competencias integrales en la educación superior. Opción: Revista de Ciencias
Humanas y Sociales, (84), 634-663. https://dialnet.unirioja.es/servlet/articulo?codigo=6402385
Porras, Y., & Pérez, M. (2019). Identidad ambiental: múltiples perspectivas. Revista Cientíca, 34(1),
123-138. https://doi.org/10.14483/23448350.14003
Rivera, P., & Garcés, C. (2018). Desarrollo del comportamiento proambiental en los individuos y sus
determinantes. REIS: Revista Española de Investigaciones Sociológicas, (163), 59-78.
Rodríguez, A., Mendoza, M., & Cargua, N. (2019). El proyecto integrador de saberes una oportunidad
para aprender a aprender. EmásF: revista digital de educación física, 62-77. https://dialnet.unirioja.es/
servlet/articulo?codigo=6860154
3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376 Ed. 48 Vol. 10 N.º 4 Noviembre 2021 - Febrero 2022
124 https://doi.org/10.17993/3cemp.2021.100448.107-125
Vanegas, M., Ortega, P., Bustos, J., & Corral, V. (2018). Desarrollo de la Escala Expectativa de
Comportamiento Ambiental de Otros con adultos jóvenes mexicanos. Universitas Psychologica,
17(2), 49-58. http://doi.org/10.11144/javeriana.upsy17-2.deec
Villamil, L. (2018). Propuesta didáctica de educación ambiental para el desarrollo de la conciencia y el conocimiento
ambiental (Tesis de Maestría). Universidad de Ciencias Aplicadas y Ambientales, Bogotá.
