Article section
The Entomology Club as a Didactic Strategy to Foster Environmental Awareness Among CETAC No. 22 Students
Abstract
This research describes the development and implementation of the teaching strategy called Entomology Club at the Center for Technological Studies in Continental Waters No. 22, located in Ejido Faja de Oro, Cacahoatán, Chiapas, Mexico, since it is inception in 2022 until this year; the methodological processes and the different activities are detailed, as well as the achievements made in these 2 years. The impact for this club had on the curricular and extracurricular processes within the educational institution, and in the community, is highlighted, in terms of the recognition, protection and preservation of the particular environmental surroundings of CETAC No. 22.
Keywords:
Article information
Journal
Journal of Agriculture, Aquaculture, and Animal Science
Volume (Issue)
2(2), (2025)
Pages
23-29
Published
Copyright
Copyright (c) 2025 Montejo-López René, López-Tirado Liliana, Estrada-Damián Gema B., Montejo-Hernández Naara J., Mendoza-Cruz Victoria (Author)
Open access

This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
Bartlett, T., & Yemini, M. (2025). Exploring extracurricular clubs in high schools as third spaces for developing youth activism and critical engagement. Journal of Research on Adolescence: The Official Journal of the Society for Research on Adolescence, 35(2), e70034. https://doi.org/10.1111/jora.70034
Borror and DeLong’s. (2005). Study of insects (7th ed.). Brooks/Cole; Thomson Learning.
Cajaiba, R. L. (2014). Difficulty of Science and Biology Teachers to Teach Entomology in Elementary and High Schools in the State of Pará, Northern Brazil. American Journal of Educational Research, 2(6), 389–392.
Costa-Neto, E. M., & Pacheco, J. M. (2004). The construction of the ethnozoological dominion “insect” by the inhabitants of the village of Pedra Branca, Santa Terezinha, Bahia state, Brazil. Acta Scientiarum. Biological Sciences, 26(1), 81–90.
Cubides E., & Romero Y. (2010). The Science Club: Why Establish It as a Pedagogical Strategy? [El club de ciencias: ¿Por qué constituirlo como una estrategia pedagógica?] Bio-grafía: Escritos sobre la Biología y su Enseñanza, 3(5), 162–169.
Eugenio-Gozalbo, M., & Ortega-Cubero, I. (2022). Drawing our garden’s insects: a didactic sequence to improve pre-service teachers’ knowledge and appreciation of insect diversity. Journal of Biological Education, 58(3), 512–529. https://doi.org/10.1080/00219266.2022.2081243
Google Lens. (2024). Google Lens. https://lens.google/intl/es-419/
Guevara, C. N., & Rodríguez, L. M. (2021). Economic-financial and accounting doctrine: A challenge in early childhood education [Doctrina económica-financiera y contable: Un reto en la educación infantil]. Revista de Ciencias Sociales, 27(1), 206–215. https://doi.org/10.31876/rcs.v27i1.35307
iNaturalist Mexico. (2024). iNaturalist Mexico. https://mexico.inaturalist.org/
Martínez, M. (2006). Science and art of qualitative methodology [Ciencia y arte de la metodología cualitativa]. Editorial Trillas.
Meza-Salcedo, G., Mesa, L., & Leal-Pérez, P. (2023). Environmental education and citizenship training in school environmental projects [Educación ambiental y formación ciudadana en los proyectos ambientales escolares. Del discurso a la participación]. Educación y Humanismo, 25(45), 36–57. https://doi.org/10.17081/eduhum.25.45.6297
Montenegro, M. (2004). Participatory action research. In Introduction to Community Psychology [La investigación acción participativa. En Introducción a la Psicología Comunitaria]. UCO.
Organización de las Naciones Unidas, México. (2017). Sustainable Development Goals targets [Metas de los objetivos de desarrollo sostenible]. http://www.onu.org.mx/wp-content/uploads/2017/07/180131_ODS-metas-digital.pdf
Requena B. Y. C. (2018). Participatory Action Research and Environmental Education [Investigación Acción Participativa y Educación Ambiental]. Revista Scientific, 3(7), 289–308. https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.15.289-308
Sánchez, A., & Reyes, M. (2021). Insects in school: an alternative in science teaching for building a reflective and contextual environmental education [Los insectos en la escuela: una alternativa en la enseñanza de las ciencias para la construcción de una educación ambiental, reflexiva y contextual]. Revista Educación y Ciudad, 40(1), 147–164. https://doi.org/10.36737/01230425.n40.2021.2462
Sandín, M. (2003). Qualitative research in education: Foundations and traditions [Investigación cualitativa en educación: Fundamentos y tradiciones]. McGraw-Hill.
Schlegel, J., Breuer, G., & Rupf, R. (2015). Local Insects as Flagship Species to Promote Nature Conservation? A Survey among Primary School Children on Their Attitudes toward Invertebrates. Anthrozoös, 28(2), 229–245. https://doi.org/10.1080/08927936.2015.11435399
SEP. (2019). The New Mexican School: Principles and Pedagogical Guidelines [La Nueva Escuela Mexicana. Principios y orientaciones pedagógicas]. https://dfa.edomex.gob.mx/sites/dfa.edomex.gob.mx/files/files/NEM%20principios%20y%20orientacio%C3%ADn%20pedago%C3%ADgica.pdf
SEP. (2024). Classroom, School and Community Program (PAEC) – Undersecretary of Upper Secondary Education [Programa Aula, Escuela y Comunidad (PAEC)– Subsecretaria de Educación Media Superior]. https://educacionmediasuperior.sep.gob.mx/work/models/sems/Resource/13634/1/images/Programa%20Aula,%20Escuela%20y%20Comunidad(PAEC),%202da_Edicion.pdf
Weeks, F. J., & Oseto, C. Y. (2018). Interest in Insects: The Role of Entomology in Environmental Education. Insects, 9(1), 26. https://doi.org/10.3390/insects9010026