Digital pedagogical strategies for valuing ancestral knowledge of medicinal plants in secondary education
DOI:
https://doi.org/10.22517/23447214.26002Keywords:
ancestral knowledge, digital educational resource, medicinal plants, pedagogical strategies, secondary educationAbstract
This article presents the results of a research study aimed at strengthening the valuing of ancestral knowledge about medicinal plants among secondary education students through the design and implementation of a pedagogical strategy mediated by a digital educational resource. The study adopted a mixed-methods approach, with a qualitative predominance, and was framed within Participatory Action Research (PAR), integrating techniques such as semi-structured interviews with ancestral knowledge holders, focus groups with students, and the application of pre-test and post-test diagnostic instruments.The pedagogical strategy included the development of an interactive website featuring ethnobotanical content, audiovisual resources, and gamified activities designed to promote meaningful learning and a dialogue of knowledge between traditional and school-based knowledge. The sample consisted of eleventh-grade students from the Juan José Rondón District Educational Institution in Barranquilla, Colombia.The results reveal a significant improvement in students’ declarative and procedural knowledge, evidenced by an increase in the overall mean score between the pre-test and post-test assessments, as well as a positive transformation in their perceptions regarding the cultural and heritage value of ancestral knowledge. The study concludes that technological mediation, when articulated with contextualized pedagogical strategies, constitutes an effective tool for the preservation and resignification of ancestral knowledge in contemporary educational contexts.
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