<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552023000100030</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Robótica, programación y una aproximación a la educación ambiental]]></article-title>
<article-title xml:lang="en"><![CDATA[Robotics, programming, and an approach to environmental education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrada Ferrada]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Levicoy]]></surname>
<given-names><![CDATA[Danilo Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[Castro ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>30</fpage>
<lpage>52</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552023000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552023000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552023000100030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo: Este artículo tiene como objetivo evaluar el impacto de un programa educativo introducido en la Educación Primaria orientado a promover la educación ambiental para la sostenibilidad, y la formación científica requerida, a partir de herramienta educativa enmarcada en una secuencia de actividades STEM, con el auxilio de la programación y robótica educativa.  Métodos:  Se desarrolla un programa de educación ambiental con una muestra de 15 estudiantes de quinto y sexto consistente en una actividad práctica experimental en la que los alumnos programan y conducen un robot por una ciudad simulada. Se emplearon dos tipos de materiales STEM: La programación Scratch y la robótica. El objetivo es estimular la creatividad y el pensamiento al emplear en la programación nociones matemáticas previamente sistematizadas, conjuntamente con el aprendizaje de elementos medio ambientales. Se aplicaron pruebas de entrada y salida para medir el impacto de nuestro estilo de vida sobre el medio.  Resultados:  La prueba inicial demuestra que los estudiantes tienen un bajo nivel de conciencia ecológica; una vez que participaron en el programa descrito, la prueba de salida confirmó que el 93,3% reconoce la importancia de preservar el medio ambiente y de tomar conciencia del impacto de las acciones individuales sobre la naturaleza.  Conclusiones:  La utilización de las diferentes herramientas enmarcadas en el trabajo STEM, la programación y la robótica, con una conciencia medioambiental y de sostenibilidad, contribuyó a que los estudiantes obtuvieran mejores resultados no sólo a nivel cognitivo sino también emocional, motivacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective: This paper aims at assessing the impact of a program introduced at the primary education level for the promotion of sustainability and environmental education and the need scientific training based on STEM, programming and educative robotics.  Methods: A sample of 15 fifth and sixth students is involved in an environmental educative program involving an experimental practice of programing and driving a robot through a simulated city. Two types of STEM materials were used: Scratch programing and robotics. The aim is to stimulate creativity and logical thinking in using mathematics previously systematize notions in programing. Pre and posttest techniques were used to assess the impact of our life style on the environment.  Results:  The pretest given shows that students have a low level or ecological consciousness. After their enrolment in the program, the post text confirms that 93,3% recognize the importance of preserving environmental conditions and of being aware of the impact of individual actions on nature.  Conclusions: The use STEMS tools, robotics, programming in an environmental educative program contributes to students&#8217; cognitive and emotional achievement, particularly to the development of awareness about the importance of preserving natural conditions and sustainability.]]></p></abstract>
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<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la matemática]]></kwd>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[lenguajes de programación]]></kwd>
<kwd lng="en"><![CDATA[Science instruction]]></kwd>
<kwd lng="en"><![CDATA[mathematics instruction]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[programming languages]]></kwd>
<kwd lng="en"><![CDATA[thinking skills]]></kwd>
</kwd-group>
</article-meta>
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