Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students
Introduction: In the context of climate change, global warming, and pollution affecting water, air, and soil, it is essential to promote Education for Sustainable Development (ESD), as it fosters skills that enhance environmental care, critical thinking, and human sensitivity. However, this requires...
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UNIVERSIDAD ANTONIO NARIÑO
2026
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| Online Access: | https://revistas.uan.edu.co/index.php/papeles/article/view/2438 |
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| author | Guzmán Méndez, Olfir Guzmán Méndez, Olfir Ventura García, María Rosario Peña, Leonido Rojas Ynfante, Yendry Marius |
| author_facet | Guzmán Méndez, Olfir Guzmán Méndez, Olfir Ventura García, María Rosario Peña, Leonido Rojas Ynfante, Yendry Marius |
| author_sort | Guzmán Méndez, Olfir |
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| description | Introduction: In the context of climate change, global warming, and pollution affecting water, air, and soil, it is essential to promote Education for Sustainable Development (ESD), as it fosters skills that enhance environmental care, critical thinking, and human sensitivity. However, this requires the design and implementation of sequenced educational activities aligned with these goals. This study investigates the extent to which the implementation of a didactic sequence based on narrative texts can improve students’ literary and environmental competence. The objective was to evaluate the impact of the sequence on the development of these abilities in eighth-grade students (second year of secondary school). Methodology: The study employed a mixed-methods approach, a quasi-experimental design, and a correlational scope. The population consisted of intact groups (an experimental group and a control group comprising 15 and 17 students, respectively) from Centro Educativo en Artes Monseñor Francisco Panal, located in the community of La Joya, San Francisco de Macorís, Dominican Republic. Observation and survey techniques were used for data collection through two questionnaires, a field diary, and an analytical rubric. The intervention was implemented through a socio-formative instructional sequence based on eco-stories. Following the administration of the post-test, a mixed ANOVA, Levene’s test, and Shapiro–Wilk test were conducted. Results and discussion: The results revealed a significant improvement in the experimental group’s literary and environmental competence, both quantitatively and qualitatively. Conclusion: The mixed ANOVA and the systematic observations demonstrated that the didactic sequence was the cause of the improvement of skills in these students. |
| format | Digital |
| id | oai:ojs.pkp.sfu.ca:article-2438 |
| institution | Revista PAPELES |
| language | Spanish / Castilian |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | oai:ojs.pkp.sfu.ca:article-24382026-08-19T06:17:21Z Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students Impacto de una secuencia didáctica basada en textos narrativos en el desarrollo de las competencias literaria y ambiental en estudiantes de secundaria Guzmán Méndez, Olfir Guzmán Méndez, Olfir Ventura García, María Rosario Peña, Leonido Rojas Ynfante, Yendry Marius Lectura competencia literaria educación ambiental ecocuentos ecocrítico Reading literary competence environmental education environmental narratives ecocritical Introduction: In the context of climate change, global warming, and pollution affecting water, air, and soil, it is essential to promote Education for Sustainable Development (ESD), as it fosters skills that enhance environmental care, critical thinking, and human sensitivity. However, this requires the design and implementation of sequenced educational activities aligned with these goals. This study investigates the extent to which the implementation of a didactic sequence based on narrative texts can improve students’ literary and environmental competence. The objective was to evaluate the impact of the sequence on the development of these abilities in eighth-grade students (second year of secondary school). Methodology: The study employed a mixed-methods approach, a quasi-experimental design, and a correlational scope. The population consisted of intact groups (an experimental group and a control group comprising 15 and 17 students, respectively) from Centro Educativo en Artes Monseñor Francisco Panal, located in the community of La Joya, San Francisco de Macorís, Dominican Republic. Observation and survey techniques were used for data collection through two questionnaires, a field diary, and an analytical rubric. The intervention was implemented through a socio-formative instructional sequence based on eco-stories. Following the administration of the post-test, a mixed ANOVA, Levene’s test, and Shapiro–Wilk test were conducted. Results and discussion: The results revealed a significant improvement in the experimental group’s literary and environmental competence, both quantitatively and qualitatively. Conclusion: The mixed ANOVA and the systematic observations demonstrated that the didactic sequence was the cause of the improvement of skills in these students. Introducción: Con el cambio climático, el calentamiento global y la contaminación de agua, aire y suelos, es necesario abogar por la educación para el desarrollo sostenible (EDS), ya que permite a las personas desarrollar habilidades para favorecer el medioambiente, la criticidad y la sensibilidad humana; sin embargo, deben diseñarse e implementarse actividades secuenciadas que se orienten estos propósitos. Por ello, surge la interrogante ¿en qué medida la implementación de una secuencia didáctica de textos narrativos puede mejorar la competencia literaria y ambiental? Para conocer su impacto, se buscaba verificar en qué medida la implementación de la secuencia didáctica de textos narrativos contribuye al desarrollo de estas habilidades en alumnos de segundo de secundaria. Metodología: La investigación se desarrolló con un enfoque mixto, diseño cuasiexperimental y alcance correlacional. La población estuvo compuesta por grupos intactos (un grupo experimental y un grupo control de 15 estudiantes y 17 estudiantes respectivamente) del Centro Educativo en Artes Monseñor Francisco Panal, de la comunidad de La Joya, San Francisco de Macorís, República Dominicana. Se usaron la observación y la encuesta como técnicas de recolección de información a través de dos cuestionarios, un diario de campo y una rúbrica analítica. La intervención se realizó con una secuencia didáctica socioformativa que tuvo como base los ecocuentos. Luego del postest, se aplicó el ANOVA mixto, la prueba de Levene y de Shapiro-Wilk. Resultados y Discusión: Se evidenció una mejora en el grupo experimental en los niveles de ambas competencias, de forma cuantitativa y cualitativa, luego de la intervención didáctica. Conclusiones: El ANOVA mixto y las observaciones sistematizadas demostraron que la secuencia didáctica fue la causante de la mejora de las habilidades en estos alumnos. UNIVERSIDAD ANTONIO NARIÑO 2026-08-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2438 10.54104/papeles.v19n37.2438 Papeles; Vol. 19 No. 37 (2027): Vol. 19 No. 37 (2027): Volume 19 number 37 (January - June, 2027) Papeles; Vol. 19 Núm. 37 (2027): Vol. 19 Núm. 37 (2027): Volumen 19 número 37 (Enero - junio, 2027) Papeles; v. 19 n. 37 (2027): Vol. 19 Núm. 37 (2027): Volumen 19 número 37 (Enero - junio, 2027) 2346-0911 0123-0670 10.54104/papeles.v19n37 es https://revistas.uan.edu.co/index.php/papeles/article/view/2438/1858 Derechos de autor 2026 Olfir Guzmán Méndez, María Ventura García, Leonido Rosario Peña, Yendry Marius Rojas Ynfante https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Lectura competencia literaria educación ambiental ecocuentos ecocrítico Reading literary competence environmental education environmental narratives ecocritical Guzmán Méndez, Olfir Guzmán Méndez, Olfir Ventura García, María Rosario Peña, Leonido Rojas Ynfante, Yendry Marius Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students |
| title | Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students |
| title_alt | Impacto de una secuencia didáctica basada en textos narrativos en el desarrollo de las competencias literaria y ambiental en estudiantes de secundaria |
| title_full | Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students |
| title_fullStr | Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students |
| title_full_unstemmed | Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students |
| title_short | Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students |
| title_sort | impact of a didactic sequence based on narrative texts on the development of literary and environmental competencies in secondary school students |
| topic | Lectura competencia literaria educación ambiental ecocuentos ecocrítico Reading literary competence environmental education environmental narratives ecocritical |
| topic_facet | Lectura competencia literaria educación ambiental ecocuentos ecocrítico Reading literary competence environmental education environmental narratives ecocritical |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2438 |
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