Rule-Based Games for Meaningful Learning in Sustainable Solid Waste Management

Abstract

Objective: The objective of this study is to investigate the impact of rule-based games as a pedagogical strategy for meaningful learning about sustainable solid waste management among 6th-grade students (Class 08) at the Leónidas Acuña Educational Institution (Cesar Department, Municipality of Valledupar, Colombia). Theoretical Framework: The research is based on the theories of Piaget (1962) and Ausubel (1983), highlighting the importance of play in children's cognitive development and meaningful learning. It also addresses sustainable solid waste management according to the environmental regulations and policies implemented in Colombia. Method: The study was developed using a non-experimental, cross-sectional quantitative approach. The sample included 28 students selected through intentional non-probabilistic sampling. A questionnaire with a Likert scale was used to collect data on knowledge and practices of waste management, learning disposition, and students' perception of using games. Results and Discussion: The results showed that 75% of the students have a high level of knowledge about solid waste, but there are significant deficiencies in sustainable management and recycling techniques. Additionally, 92.86% prefer classes that include games, highlighting their positive influence on meaningful learning. Research Implications: The research demonstrated the need to integrate playful strategies into environmental education to improve solid waste management. The results can influence educational policies and pedagogical practices, promoting deeper and more sustainable learning. Originality/Value: This study contributes to strengthening environmental pedagogy by demonstrating the effectiveness of rule-based games as an innovative educational tool to foster meaningful and sustainable learning about solid waste management. The findings can guide future research.