Recibido:
20/noviembre/2024 Aceptado: 19/marzo/2025
Active
methodologies to promote meaningful learning of natural sciences in Basic
General Education of Ecuador (Revision)
Metodologías activas para fomentar aprendizaje
significativo de ciencias naturales en Educación General Básica de Ecuador (Review)
Sara Concepción Pino García. Licenciada en Ciencias de la Educación mención Psicología Infantil.
Docente en Educación General Básica. Escuela de Básica Ángel Polivio Chávez. Cuenca. Ecuador. [ sarapinog@gmail.com ] [ https://orcid.org/0009-0002-9678-1392 ]
Rubyt Susana Vaca Minga. Licenciada en Ciencias de la Educación mención Psicología Infantil y
Educación Parvularia. Docente en Educación General
Básica. Unidad Educativa del Milenio “10 de Noviembre”. Yantzaza.
Ecuador. [ rubyt.vaca@educacion.gob.ec ]
[ https://orcid.org/0009-0009-3465-2561 ]
Roelbis Lafita Frómeta.
Licenciado en Educación en la
especialidad de Biología. Doctor en Ciencias Pedagógicas. Profesor Titular.
Universidad Metropolitana del Ecuador. [ rosyroe2@gmail.com ] [ https://orcid.org/0000-0003-1396-1073 ]
Wilber Ortiz Aguilar. Licenciado
en Educación en la especialidad de Matemáticas. Doctor en Ciencias Pedagógicas.
Profesor Titular. Universidad Bolivariana del Ecuador, 092405 Durán, Ecuador.
[ wortiza@ube.edu.ec ] [ https://orcid.org/0000-0002-7323-6589 ]
Abstract
Active methodologies in the natural sciences foster
the development of fundamental skills and encourage meaningful learning, which
contributes to improving educational quality. This article presents the results
of developing a proposal for active methodologies for project-based learning,
flipped classrooms, and gamification for eighth-year
students of Basic General Education, considering natural science content on
topics related to climate change, biodiversity, and sustainability. A mixed
methodology is used, combining empirical, theoretical, and
mathematical-statistical methods to ensure the relevance and reliability of the
results. Descriptive statistical
analysis was used to interpret qualitative data obtained through surveys,
observation sheets, and questionnaires, with a sample of 35 students and 4
teachers, from 2024 to 2025. The proposal was assessed using specialist
criteria, highlighting the relevance of the active methodologies designed. The
results indicate that their application promotes the development of a
scientific and educational culture, transforms traditional teaching, and plays
a decisive role in streamlining the teaching-learning process of natural
sciences and awakening greater student interest in their study.
Keywords:
Natural Sciences; active methodology; Project-Based Learning; Flipped
Classroom; Gamification
Resumen
Las
metodologías activas en el área de ciencias naturales propician el desarrollo de
habilidades fundamentales y fomentan el aprendizaje significativo, lo que
contribuye a mejorar la calidad educativa. Este artículo tiene como objetivo
mostrar los resultados de la elaboración de una propuesta de metodologías
activas sobre aprendizaje basado en proyectos; aula invertida y gamificación,
para estudiantes de octavo año de Educación General Básica, teniendo
en consideración los contenidos de ciencias naturales en temas relacionados con
el cambio climático, la biodiversidad y la sostenibilidad. Se emplea una metodología mixta que combina métodos
empíricos, teóricos y matemático-estadísticos para asegurar la pertinencia y
confiabilidad de los resultados. Se utilizó un análisis estadístico descriptivo
para interpretar datos cualitativos obtenidos mediante encuestas, fichas de
observación y cuestionarios, con una muestra de 35 estudiantes y 4 docentes
desde 2024 con finalización en 2025. Se valora la propuesta
mediante criterios de especialistas, se destaca la pertinencia de las
metodologías activas diseñadas y los resultados indican que con su aplicación
se promueve el desarrollo de una cultura científica y educativa, se transforma
la enseñanza tradicional y desempeñan un papel decisivo al dinamizar el proceso
de enseñanza-aprendizaje de las ciencias naturales y despertar un mayor interés
en los estudiantes por su estudio.
Palabras clave: Ciencias
Naturales; metodología activa; Aprendizaje Basado en Proyectos; Aula
invertida; Gamificación
Introduction
Education about the natural world
faces the challenge of transforming itself to meet the needs of a constantly
changing population, just like nature itself. In this context, active
methodologies occupy an essential place in the act of teaching and learning
solutions to environmental problems, which is increasingly common in
international, national, and local contexts.
Natural sciences, as part of the
curriculum, constitute an important way to achieve this goal, as it emphasizes
experiential learning as a way of verifying objective reality through the
relationship between the biotic and abiotic factors that make up the different
ecosystems. These ecosystems are so in need today of a preventive process that
promotes healthy nature as a contribution to Ecuadorian society, as it is
considered part of the world's green lung.
Over the years, there have been
numerous environmental studies and practices that have sought to establish the
necessary nature-society balance, as carried out by Cabrera (2024), which is
currently reflected in the climate changes affecting different areas of
Ecuador. It is worth highlighting the
interest of international organizations with goals centered on the 2030 Agenda,
which aims to continuously improve the quality of life through the sustainable
use of natural resources (Naciones Unidas, 2018).
It is vitally important that
classes be a systematization in creating the way of acting of the new
generations of Ecuadorians, promoting practices that favor environmental
sustainability. This challenge is embraced by teachers committed to increasing
good educational practices that educate students in the mastery of the natural
world, its contributions, and the shortcomings that persist when it is not used
properly. In this regard, there are multiple scientific solutions that have
been discussed by different authors, such as Gallardo and Camacho (2018), with the
Theories of Learning and Teaching Practice, among others who have contributed
to the learning of natural sciences. In
all cases, their applications promote the acquisition of increasingly
meaningful learning content, especially through the use of methodologies such
as project-based learning, gamification, and the
flipped classroom, which, when applied, turn students into active participants
in their educational process.
By personalizing and streamlining
learning, not only are students' motivation and engagement increased, but they
also develop essential knowledge, skills, and abilities such as critical
thinking, problem-solving, and collaboration to learn the use and conservation
of nature as the essence of human survival.
Considering, according to the Constitution
itself, that nature is a subject of law in Ecuador, it is valid to highlight
the good practices that are systematically needed for the conservation of
biodiversity. Therefore, the natural sciences curriculum is an important means
of educating those who must conserve natural resources by understanding the
interactions between the biotic and abiotic factors of ecosystems, as well as
the natural processes that sustain life on the planet, reflecting on the
interrelationship between people and their environment. Furthermore, it focuses on the development of
critical skills and problem-solving, enabling students to apply scientific
knowledge to address everyday challenges, particularly on issues related to
climate change, biodiversity, and sustainability.
Despite all the efforts made in the
educational approach, the various assessments that measure students' support
for nature protection, conducted by the National Institute for Educational
Evaluation (Instituto Nacional de Evaluación Educativa, 2024), show that the performance criteria
associated with the skills that connect humans with nature are not met. This is
observed in the behavior of students who do not always rationally consume what
nature provides for their well-being. Hence the importance of this article as a
way to promote educational actions that raise awareness about behavior
according to the principles of sustainable development.
To perfect educational practices
that promote natural balance, it is necessary to embrace the rich theoretical
framework currently available from a didactic and pedagogical perspective for
the implementation of strategies and methodologies that lead to such goals. In
this regard, it is interesting to begin with social constructivism, which
constitutes the foundation of the curriculum (Ministerio de Educación de Perú, 2016), where everyone learns through the construction
of knowledge, peer interaction, and the teaching resources that justify proper
environmental education. Social constructivism not only promotes active student
participation but also highlights the importance of collaboration and peer
exchange as essential mechanisms for knowledge acquisition. Through this
approach, students are able to integrate and apply the knowledge they acquire,
creating an educational environment that fosters reflection and collaborative
action on issues related to natural balance and sustainability.
Similarly, experiential learning,
studied by Dewey and Piaget, has inspired approaches such as project-based
learning and inquiry for new knowledge.
These methodologies facilitate a deep understanding of scientific
concepts and connect learning with everyday life. This approach, aligned with
constructivism, promotes active education where students construct their own
knowledge based on direct experiences. Thus, project-based learning and inquiry
enrich learning and develop critical and creative skills essential for
comprehensive education (Tünnermann, 2011).
Problem-solving is fundamental in
educational institutions, as it allows students to confront complex situations
and develop important cognitive skills. These skills foster critical thinking
and autonomy, improve academic performance, and provide tools to effectively
address challenges. Therefore, implementing strategies that strengthen
problem-solving in the classroom is essential to optimize both academic
performance and students' cognitive skills (Perales, 1998).
From a didactic perspective, it is
valuable to recognize the impact of the flipped classroom model, which uses
technology such as videos, films, and other resources. Natural interaction becomes a means of
satisfaction and solution to the problems that concern students. They have
recognized the pedagogical benefits of this approach, reflecting on their
commitment to their own learning and the importance of learning through
interactivity. Furthermore, they highlight the use of innovative media, such as
artificial intelligence, which has a marked impact on the renewal of teaching.
The flipped classroom model, by incorporating technology, offers an interactive
approach that encourages active student participation, generating deeper and
more autonomous learning. The use of technological tools not only encourages
interaction but also allows students to take a more active role, promoting
pedagogical renewal.
The flipped classroom is a teaching
model that promotes active learning through activities, abandoning repetitive
memorization. This innovative teaching tool, adaptable to various educational
contexts, has challenged traditional methods used in the past, offering an
innovative strategy for teachers. Mendoza and Ledo (2020)
the flipped classroom is proposed as a technique to strengthen group work from
a cooperative, participatory, contextualized, interdisciplinary, and
intercultural perspective. Therefore, the flipped classroom represents an
effective alternative for transforming traditional teaching, facilitating
meaningful and collaborative learning in different educational environments.
The teacher's role must awaken
students' interest in environmental care, modernizing pedagogical practices
with innovative models (Hernández et al., 2014). This requires adapting
teaching strategies and introducing methodologies that encourage participation
and reflection on the importance of the environment. The implementation of the
flipped classroom, where students play a more active role, favors informed
decision-making and the development of critical skills for addressing
environmental problems. Modernizing pedagogical practices not only enhances
interest in the environment but also strengthens students' ability to act
responsibly and consciously.
Learning about the environment in a
playful way sparks students' interest, motivating them through challenges. Gamification promotes learning by using game elements as
points and rewards. This methodology stimulates students, keeping them engaged
and fostering scientific curiosity, problem-solving, and hands-on learning in
the natural sciences. Students not only
improve concept retention but also increase their academic performance and
participation in practical activities, enhancing their understanding of the
natural sciences. Therefore, implementing gamification
in the classroom is an effective strategy to increase interest in scientific
content and foster a more dynamic and participatory education (Egas et al., 2023).
Games, as a recreational activity,
are presented as an effective methodology for improving learning. According to Fernández and Prendes (2022), gamification facilitates students' active participation and
fosters their motivation toward academic goals. Sánchez and Lamoneda
(2021) emphasize that this methodology is fundamental in the pedagogical field
due to its versatility, enabling educational progress by promoting autonomy and
intrinsic motivation among students. Therefore, gamification
not only enriches the learning process but also strengthens essential skills
through innovative and participatory strategies. The different methods or traditions of
science education correspond not only to a set of pedagogical ideals
established in our learning culture, but also to attempt to restore a
research-based culture with an eye toward new, innovative trends in unique
training and socialization settings. These methodologies transform education, promoting
active learning, where students not only receive information but also construct
and contextualize it in their environment. The constructivist model promotes
the idea that knowledge is actively constructed through experience and
interaction with the environment. Therefore, progress in science education
requires a flexible pedagogical approach that allows for the integration of
different methods to better adapt to social changes and new learning demands (Pozo & Gómez, 1998).
In the process of student
development, it is necessary to prepare them to solve problems they face everyday. It is imperative that teachers be proficient in
active methodologies to improve critical and reflective thinking. These
methodologies encourage active participation and the analysis of problems from
multiple perspectives. Sánchez and Nagamine (2021)
highlight significant improvements in critical thinking through problem-based,
project-based, cooperative, and flipped classroom learning. This proficiency
improves understanding and facilitates an educational environment where
students feel more engaged and capable of facing challenges. Therefore, it is
essential that teachers adopt these pedagogical strategies, as they develop
students who are more critical, reflective, and prepared for current
challenges. Developing autonomy and
critical thinking, essential skills in learning natural sciences, requires the
implementation of methodologies that allow students to analyze environmental
problems and promote awareness of care, as pointed out by (Marcelo, 2024).
These methodologies allow students to apply concepts in practice within their
context, fostering meaningful learning. Authors such as Amador et al. (2024)
propose a guide that transforms the teaching of natural sciences by integrating
strategies such as project-based learning (PBL) and scientific inquiry. This
guide emphasizes the importance of cultural and contextual adaptation in
teaching, incorporating content relevant to students' social, cultural, and
economic environments. Therefore, the integration of these methodologies
ensures meaningful learning by connecting theory with practice and respecting
students' cultural context. The interest
in improving cognitive skills, and especially the development of critical
thinking in students, is a central theme in many countries. Gutiérrez (2021)
applied active methodologies to elementary school students, demonstrating their
positive impact on critical thinking skills. These results confirm previous
research that highlights active methodologies as effective pedagogical
strategies for enhancing students' cognitive skills. Therefore, the use of
active methodologies is presented as one of the best options to enhance the
teaching-learning process and foster critical thinking in educational contexts
(Pazos & Aguilar, 2024).
According to Guamán
and Espinoza (2022), these methodologies allow teachers to teach more
effectively and encourage active student participation, in addition to
stimulating research skills, independent knowledge, and social and
communication skills through group work. They also promote analysis,
reflection, and argumentation in the activities carried out, strengthening the
educational process. For example, project-based learning has gained relevance,
establishing itself as an active methodology that stimulates collaboration and meaningful
learning between students and teachers (Barrera et al., 2022).
In the current educational context,
where meaningful learning is valued, it is essential that students not only
acquire knowledge but also develop critical thinking, research skills, and a
meaningful connection with their natural environment. For this reason, the Unidad Educativa del Milenio 10 de Noviembre, designed a proposal for active methodologies
that address the need to improve educational quality and develop fundamental
skills in students. Its implementation fosters more dynamic and participatory
teaching, engaging students in their own learning process and facilitating a
deeper understanding of the content.
Furthermore, students not only acquire academic knowledge but also become
individuals capable of applying their skills to solve real-world problems and
improving their critical and analytical skills, which lends importance and
novelty to the work conducted.
The research began with the
scientific problem: How to improve the learning of Natural Science content in
the eighth year of Basic General Education? To address this problem, the
following objective was proposed: design active methodologies for learning
natural sciences in the eighth year, taking into account their training needs
and the context in which they are developed.
This article presents the results
of the development and evaluation by specialists of the proposed active
methodologies, which place eighth-year students in Basic General Education, in
the area of Natural Sciences, at the center of the
teaching-learning process, in order to improve the quality of their educational
process.
Materials and methods: The research
was conducted at the Unidad Educativa
del Milenio "10 de Noviembre," specifically in the eighth year of Basic
General Education, during the 2024-2025 school year. The institution is located
in Los Encuentros parish, Yantzaza
canton, in the Ecuadorian province of Zamora Chinchipe. The sample consisted of
four teachers and 35 students who attend the eighth-grade Natural Sciences
course. This sample was consistent with the researchers' interest in studying
all the subjects involved.
The research has a mixed approach (qualitative
and quantitative), allowing for a quantitative study to address the qualitative
relationships manifested in the subject. This approach combines empirical
methods (surveys and documentary analysis), theoretical methods
(analysis-synthesis, inductive-deductive), and statistical-mathematical
methods, using percentage analysis and descriptive statistics to ensure the
relevance and reliability of the results.
An initial questionnaire was
administered to teachers and students to gather information on the use of
methodologies in the teaching-learning process. This demonstrates the persistence
of a traditional didactic approach and a lack of contextualization in solving
problems related to the natural world, as well as the need to foster student
motivation.
A documentary analysis of the
national curriculum, academic documents, and scientific articles was conducted
to support the design of active methodologies to foster meaningful learning in
the area of Natural Sciences. Likewise, the analysis-synthesis
and inductive-deductive methods allowed for establishing relationships between
pedagogical theories, enunciating fundamental theoretical and methodological
results, and arriving at conclusions and recommendations.
Mathematical-statistical methods
allowed for descriptive and inferential statistical analysis for the
interpretation of the data obtained through the application of instruments such
as surveys and questionnaires, tabulation, and graphical representation.
The methodological process
consisted of the following stages: Stage 1: Initial diagnosis. Stage 2:
Proposal design. Stage 3: Proposal validation with specialists.
This study highlights the
importance of proposing active methodologies to promote meaningful learning in
the natural sciences. Incorporating project-based learning, gamification,
and the flipped classroom into the curriculum increases student interest and
active participation, creating a dynamic and effective educational environment.
The stages for developing these
methodologies in the natural sciences classroom are described below.
Stage 1: Initial Diagnosis
Surveys of teachers and students
regarding the use of active methodologies in teaching natural sciences reveal
their need for autonomy and responsibility. They also highlight the need to
refine them to improve learning.
Stage 2: Proposal Design
A proposal for active methodologies
was designed, providing relevant and innovative material aligned with the
objectives of the subject. It integrates active methodologies such as
project-based learning, gamification, and the flipped
classroom, using technological resources to enrich the learning experience in
natural sciences.
Stage 3: Proposal Validation with
Specialists
In this phase, the proposals were
validated using the criteria of four specialists in the field of education with
extensive knowledge of technology and pedagogy to assess the relevance and
feasibility of the proposed active methodologies to promote the learning of
natural science content by eighth-grade students at the Unidad
Educativa del Milenio
"10 de Noviembre."
Analysis and discussion of results: The results
of the survey conducted among eighth-grade natural science teachers are
presented. The items analyzed relate to: use of ICT, use of projects, flipped
classrooms, and game dynamics to improve understanding of natural science
topics.
Stage
1: Initial diagnosis
Figure 1. Results of the Teacher’s Survey
_archivos/image002.png)
Source: Eighth-grade natural science teachers (2025).
The results in Figure 1 show that
teachers consider it important to strengthen the use of ICTs and technological
applications. Educational projects are positively valued for their alignment
with the natural sciences program. They believe the flipped classroom
facilitates comprehension and encourages autonomy, especially when students
review the material beforehand. They believe that game dynamics motivate
students and improve concept retention. They emphasize that for more effective gamification, the use of technological resources is
necessary to improve the understanding of natural sciences topics.
Figure 2 shows the results of the
student survey. The items analyzed relate to: Use of game dynamics, concept
retention, and motivation; Use of ICTs and platforms; Use of the flipped
classroom; and Project-based learning for identifying and solving problems to
improve understanding of natural sciences topics.
Figure
2. Results of the students´ Survey
_archivos/image004.png)
Source: Eighth-grade natural science students in Basic
General Education (2025).
Students acknowledge that game
dynamics and flipped classrooms are sometimes used and believe they motivate
them and improve learning. Project-based learning is also useful for
identifying and solving problems. Although the use of technology is limited,
there is a need to optimize active methodologies and technological resources.
Both teachers and students accept
active methodologies and value their importance in improving the quality of the
teaching-learning process in natural sciences.
Stage 2. Design of the Active
Methodologies proposal
Title: Educational Innovation in
Natural Sciences: Active Methodologies to Transform Learning in Eighth Grade at
Unidad Educativa del Milenio 10 de Noviembre.
Active Methodology: Project-Based
Learning
Curricular Block 4: The Environment
of Living Beings
Topic: How does human activity
affect food webs in different ecosystems?
Learning Objective: To assess the
impacts of human activities on food webs in various ecosystems, identifying the
ecological consequences and proposing actions to mitigate these effects.
Skill with performance criteria: To
observe and explain food chains, networks, and pyramids in different
ecosystems, identify producer, consumer, and decomposer organisms, and analyze
the effects of human activity on food webs CN.4.1.10.
Phase 1: Preparation: Introduction
to the topic, showing a video about the influence of human activity on food webs
in different ecosystems.
Phase 2: Challenges: The question is asked:
What happens when an ecosystem changes due to human activity?
Phase 3: Application: To delve
deeper into the effects of human activities on species and their relationship
with the food chain, students are divided into groups of four and assigned to
analyze a specific ecosystem to conduct their research activities. Each team
will seek information on the impacts of human activity on the ecosystem's food
web.
Example: How does deforestation
affect forest food chains? How does overfishing affect the marine food chain?
How do forest fires affect the ecosystem? Each group of students must create a
visual presentation (presentations in Canva, Prezi, Genially, or others) that shows the original food
chains and the changes they have experienced over time due to human
interaction. They must also prepare a report with their conclusions about the
ecological consequences they reached in their research.
Phase 4: Presentation of Results: Each team
presents their project in class, explaining the assigned ecosystem, the human
activity investigated, and the observed effects on the food chain. After each
presentation, students can ask questions, which facilitate discussion, clarify
doubts, and encourage collective analysis.
Phase 5: Reflection and Evaluation:
Evaluate learning and encourage self-criticism and ecological awareness in
students through reflection on the project. The impact of human actions on ecosystems
and how they can contribute to their conservation are analyzed, answering
questions such as: What legacy do we want to leave for future generations? How
did yesterday's decisions influence today's ecological balance? How will our
decisions today influence future ecological balance? What can we do today to
avoid future ecological imbalance?
Project Evaluation: It is
recommended to consider the following indicators: Understanding of the human
impact on the food web of the assigned ecosystem. Skills to explain and
visually represent changes in the food web.
Presentation quality, clarity of presentation, and ability to answer
questions, participate, and collaborate within the team.
Active Methodology: Flipped
Classroom
Topic: Water pollution in rivers and
lakes in Ecuador.
Learning Objective: Analyze the
causes of water pollution in rivers and lakes in Ecuador, infer the
consequences of this problem, and propose practical solutions to mitigate its
impact, using digital tools and collaborative work.
Performance-based Skill:
Investigate, using ICTs and other resources, the causes of the impacts of human
activity on habitats CN.4.5.5.
Resources: Projector, computer,
internet, poster board, markers, white paper, thumbtacks, magazine and
newspaper clippings, erasers, digital platforms, educational videos.
Phase 1: Preparation
(asynchronous): Watch the video Water Pollution - Causes and Consequences. Read
a short article about specific cases of river and lake pollution in Ecuador.
Complete the activities based on the video and the reading.
Phase 2: Classroom Activity
(Synchronous): During class time, students analyze the causes of pollution and
delve deeper into the problems facing Ecuador. Working groups of four students
are formed, each selecting a topic: a) Causes of water
pollution in rivers and lakes. b) Consequences of water pollution in rivers and
lakes. c) Possible solutions to mitigate the impact of pollution. To conclude, each of the topics being
researched is presented, using technological tools and audiovisual aids (infographics, educational videos). After the presentations,
a space is provided for groups to formulate questions and discuss and clarify
doubts about their classmates' presentations.
Phase 3: Feedback and Evaluation:
Students will create a collage, explaining the causes, consequences, and
solutions to prevent water pollution.
Phase 4: Reflection and Closure: In
this phase, each student writes a personal commitment to reducing water
pollution, which will be displayed on the class bulletin board.
Active Methodology: Gamification.
Topic: Interaction of Carbon,
Oxygen, and Nitrogen in Ecosystems
Learning Objective: Explain the
interaction of the carbon, oxygen, and nitrogen cycles in ecosystems. Apply
this knowledge to their environment and reflect on the human impact on
biogeochemical cycles, offering proposed solutions.
Performance-based skill: Relate the elements
carbon, oxygen, and nitrogen to the flow of energy in food chains CN.4.1.12.
Audience: Eighth-year students of
Basic General Education, average age between 12 and 13 years old.
Game objectives: Use playful
dynamics to help students understand the processes and interactions of the
carbon, oxygen, and nitrogen cycles in a practical and fun way.
Establish challenges or missions
where students create innovative strategies to mitigate the negative effects of
human activities on ecosystems.
Use gamified
elements, such as quizzes, challenges, or simulations, to assess understanding
of concepts and develop skills in a non-traditional way.
Game space: Green areas of the
school, classroom, computer lab.
Motivation: The student prepares
for an exciting adventure about the interaction of the carbon, oxygen, and
nitrogen cycles in ecosystems. Through
games and challenges, they will see how their actions affect the environment
and life on Earth. Teams are formed, and their efforts will be rewarded. This
way, they learn in a fun way and can become true EcoGuardians
of the Future.
Narrative: Students are part of a
fictional organization called EcoGuardians of the
Future. Their mission is to investigate how the carbon, oxygen, and nitrogen
cycles sustain life on Earth and confront an environmental crisis caused by
human activities. They must analyze data, solve challenges, and design
innovative solutions to restore ecological balance. Each stage of the activity
can be presented as a mission or level within this narrative, encouraging
engagement with a clear and exciting purpose.
Mission: The EcoGuardians
must investigate the effects of human activities on the carbon, oxygen, and
nitrogen cycles in a specific ecosystem. Using mobile devices and 3D augmented
reality applications, they will conduct a series of observations to understand
how these cycles develop. Game Rules:
Students form teams of four, watch a video about the carbon, oxygen, and
nitrogen cycles. They then answer questions using their mobile devices or
tablets. This will help assess understanding of the concepts in a fun and
competitive way. Points are awarded for each correct answer. Students cannot
move on to the next activities until they complete all the actions in each
challenge. The team with the most points at the end of the activity wins.
Materials/Resources: Mobile devices
or tablets, video on Edpuzzle, worksheets for teams.
Testing: Pre- and post-activity
quizzes are conducted on Kahoot to measure
understanding of the concepts. In addition, participation and collaboration
will be observed during the game.
Stage 3. Proposal Validation
The validation of the proposed
active methodologies is carried out. through the criteria of specialists, who assess the
relevance and feasibility of the proposal.
Figure 3. Validation of the proposal by specialist
criteria
_archivos/image006.png)
Source:
Own elaboration.
The specialist criteria show that
motivation and commitment to active methodologies were positively evaluated,
with 75% of specialists rating the application of project-based learning, gamification, and the flipped classroom as excellent. These
methodologies have proven effective in engaging students in an active and
participatory manner. The relevance and feasibility of the design of the active
methodologies were highly valued, with 100% of specialists giving them an
excellent rating, indicating that they consider these methodologies feasible
for improving the learning of concepts and increasing the motivation of
eighth-grade students toward the study of natural sciences. These results
reinforce the idea that active methodologies are essential for transforming the
educational process and enriching the students' learning experience. Analysis and discussion of the results: The
results obtained from the initial assessment reveal the need to implement
active methodologies among eighth-grade students of Basic General Education at
the Unidad Educativa del Milenio "10 de Noviembre,"
which strengthen meaningful learning. The survey results reveal that teachers
and students agree that active methodologies increase interest, motivation,
participation, and academic performance, as they focus on active participation
during learning. This approach transforms education by allowing students to
acquire knowledge and develop fundamental skills such as creativity, autonomy,
and the practical application of what they have learned. As stated by Ávalos et al. (2021), teachers must implement active
methodologies that promote more dynamic and meaningful student participation in
their own learning process.
The specialists' criteria
corroborate the possibility of applying the proposed active methodologies, as
they are relevant to the natural science content taught this year and the
objectives set out in the program.
This research addresses educational innovation
in Ecuador, highlighting the importance of active methodologies to improve
student learning. Teachers at the Upper Secondary Level of Basic General
Education play a decisive role in the implementation of these methodologies to
foster scientific skills according to the natural sciences curriculum (Ministerio
de Educación de Perú, 2016). The need to train
teachers and provide institutional support to create an environment that
promotes innovation and critical thinking is emphasized.
It is essential that teachers adopt
a flexible and dynamic approach, where students are the protagonists of their
learning, developing their knowledge and skills. This will not only improve
standardized assessments but also strengthen key skills for personal
development and educational quality. As mentioned Pozo
and Gómez (1998), this practice helps teachers face challenges, encourage
critical thinking and active participation, and strengthen their connection
with the natural and social environment.
Conclusions
As a result of the analysis of the
literature, the analysis of regulatory documents, and the initial diagnosis, it
is concluded that active methodologies contribute to a more dynamic education,
generating student interest in academic content, particularly in the natural
sciences, which enables higher quality learning and skill development.
The design of active methodologies
such as project-based learning, gamification, and the
flipped classroom are positively valued by specialists. They respond to the
content of the natural sciences, the object of study, are innovative, and
provide answers to the solution of the scientific problem and the objectives
set. Therefore, their application and assessment in practice constitute a
necessity in the research process.
Bibliographic references
Amador, R., López, L., Cruz, M., Villa, M., Castillo,
V., & Arteta, J. (2024). Investigación en contexto: aportes para una
didáctica de las ciencias naturales en Hispanoamérica. Editorial
Uninorte.
Ávalos,
C., Arbaiza, N. Z., & Ajenjo,
P. (2021). Educational quality and new teaching-learning methodologies:
challenges, needs and opportunities for a disruptive vision of the teaching
profession. Innovaciones
Educativas, 23(35), 117-130.
http://dx.doi.org/10.22458/ie.v23i35.3477
Barrera, F., Venegas, J. I., & Ibacache,
L. (2022). El efecto del Aprendizaje Basado en Proyectos en el rendimiento
académico de los estudiantes. Revista de Estudios y Experiencias en
Educación, 21(46), 277-291. https://www.rexe.cl/index.php/rexe/article/view/1171
Cabrera, J. (2024). Influencia de la gestión ambiental
regional en la conducta ecológica ciudadana. Estudio de caso en el departamento
de Tacna, Perú. Revista Kawsaypacha: Sociedad
y Medio Ambiente, (14). https://doi.org/10.18800/kawsaypacha.202402.D007
Egas, V. P., Pazmiño, W. R., Vinueza,
O. O., & Alfaro, G. C. (2023). La gamificación
como estrategia didáctica para mejorar la motivación y el rendimiento académico
de los estudiantes en Educación Básica Media. Polo del Conocimiento, 8(12),
875-894. https://doi.org/10.23857/pc.v8i12.6319
Fernández, A. D., & Prendes, M. P. (2022). Marco
Europeo para Organizaciones Educativas Digitalmente Competentes: revisión
sistemática 2015-2020. Revista Fuentes, 24(1), 65-76. https://doi.org/10.12795/revistafuentes.2022.18698
Gallardo, P., & Camacho, J. M. (2018). Teorías
del aprendizaje y práctica docente. Wanceulen. https://flomige.wordpress.com/wp-content/uploads/2019/04/teorc3adas-del-aprendizaje-y-prc3a1ctica-docente.pdf
Guamán, V. J., & Espinoza, E. E. (2022).
Aprendizaje basado en problemas para el proceso de enseñanza-aprendizaje. Universidad
y Sociedad, 14(2), 124–133. https://rus.ucf.edu.cu/index.php/rus/article/view/2684
Hernández, R., Fernández, C. & Baptista, P.
(2014). Metodología de la Investigación (6ª ed.). McGraw-Hill.
https://apiperiodico.jalisco.gob.mx/api/sites/periodicooficial.jalisco.gob.mx/files/metodologia_de_la_investigacion_-_roberto_hernandez_sampieri.pdf
Gutiérrez, A. E. (2021). Metodología activa como
estrategia didáctica en el desarrollo del pensamiento crítico. Ciencia Latina
Revista Científica Multidisciplinar, 5(5), 8538-8558. https://doi.org/10.37811/cl_rcm.v5i5.939
Instituto Nacional de Evaluación Educativa. (2024). Políticas
transformadoras: hacia el nuevo Ecuador, desde la evaluación educativa. Unicef.
https://www.studocu.com/ec/document/universidad-central-del-ecuador/instrumentos-y-tecnicas-de-evaluacion-i/politicas-transformadoras-ineval/90236926
Marcelo, B. (2022). Estrategias metodológicas en la
educación ambiental. Estudio de caso de un docente de ciencias naturales de una
institución educativa pública. Educación, 31(60), 217-234. https://doi.org/10.18800/educacion.202201.010
Mendoza, G. O., & Ledo, C. T. (2020). La mesa
invertida de aprendizaje: una propuesta de trabajo grupal para el
fortalecimiento de la metodología del aula invertida. Didáctica y
Educación, 11(5), 220-230. https://revistas.ult.edu.cu/index.php/didascalia/article/view/981
Ministerio de
Educación de Perú. (2016).
Currículo Nacional de la Educación Básica. https://www.minedu.gob.pe/curriculo/pdf/curriculo-nacional-de-la-educacion-basica.pdf
Naciones Unidas. (2018). La Agenda 2030 y los
Objetivos de Desarrollo Sostenible: una oportunidad para América Latina y el
Caribe (LC/G.2681-P/Rev.3). https://repositorio.cepal.org/server/api/core/bitstreams/cb30a4de-7d87-4e79-8e7a-ad5279038718/content
Pazos, E. I., & Aguilar, F. R. (2024). El
Aprendizaje Basado en Problemas o como estrategia metodológica para el
desarrollo del Pensamiento Crítico. Revista de estudios y experiencias en
educación, 23(53), 313-340. https://doi.org/10.21703/rexe.v23i53.2658
Perales, F. J. (2010). La resolución de problemas en
la didáctica de las ciencias experimentales. Revista Educación y
Pedagogía, 10(21), 119–143. https://revistas.udea.edu.co/index.php/revistaeyp/article/view/6756
Pozo, J., & Gómez, M. (1998). Aprender y
enseñar Ciencias. Morata. https://archive.org/details/pozo-j.-i.-aprender-y-ensenar-ciencia
Sánchez, A., & Lamoneda,
J. (2021). Hibridación de la Gamificación, la
educación física relacionada con la salud y el Modelo Integral de Transición
Activa hacia la Autonomía en la iniciación al Crossfit
en estudiantes de Secundaria. Retos: nuevas tendencias en educación física,
deporte y recreación, (42), 627-635. https://dialnet.unirioja.es/servlet/articulo?codigo=7986349
Sánchez, G. M., & Nagamine,
M. M. (2021). Uso de metodologías activas para el desarrollo de pensamiento
crítico. UCV-Scientia, 13(2),
91–103. https://doi.org/10.18050/RevUcv-Scientia.v13n2a7
Tünnermann,
C. (2011). El
constructivismo y el aprendizaje de los estudiantes. Universidades, (48),
21-32. https://biblat.unam.mx/hevila/UniversidadesMexicoDF/2011/no48/3.pdf