Recibido: 26/06/2026 Aceptado: 17/10/2026
Play-based pedagogical strategies to develop
scientific thinking in Natural Sciences for second- year students (Original)
María Elizabeth Chávez González. Licenciada en
Ciencias de la Educación. Unidad Educativa Julio Tobar Donoso. Ecuador. [elymarichavez@gmail.com] 
Maritza Verónica Beltrán Castillo. Licenciada en
Ciencias de la Educación. Unidad Educativa Julio Tobar Donoso. Ecuador. [maritzabeltran79@gmail.com]
Roelbis Lafita Frómeta. Licenciado en Educación. Biología. Máster en
Educación Superior. Doctor en Ciencias Pedagógicas. Profesor Titular.
Universidad Metropolitana del Ecuador. [rosyroe2@gmail.com] 
Elizabeth Esther Vergel-Parejo. Doctor en
Educación. Docente investigador de la Universidad Bolivariana del Ecuador. Durán-Ecuador. [eevergelp@ube.edu.ec]
Abstract
The
development of scientific thinking in the early years of schooling constitutes
a fundamental pillar in the education of critical, observant students who are
capable of interpreting their surroundings. The present study aims to analyze
the application of playful strategies as a teaching resource to enhance
scientific thinking among second-grade Basic Education students at Julio Tobar
Donoso Educational Institution in Quito, in the area of Natural Sciences. Using
a qualitative approach with a descriptive design, participant observation and
teacher interviews are employed as the main data collection techniques. The
results reveal that the implementation of educational games, guided
experiments, and hands-on activities stimulates children's curiosity,
hypothesis formulation, logical reasoning, and active participation.
Difficulties related to insufficient teacher training and limited access to
playful learning resources in the classroom are identified. The findings
provide a basis for proposing pedagogical guidelines for the systematic integration
of play-based strategies into Natural Sciences instruction, aimed at
strengthening early inquiry, reflection, and meaningful learning. It is
concluded that play-based learning, when implemented with clear pedagogical
intentions, constitutes an effective strategy for the initial development of
scientific thinking and meaningful learning by enhancing motivation from a
constructivist perspective.
Keywords:
scientific
thinking; educational games; Natural Sciences; basic education; active learning
Resumen
El desarrollo del pensamiento científico en los
primeros años de escolaridad constituye un pilar fundamental para la formación
de estudiantes críticos, observadores y capaces de interpretar su entorno. El
presente estudio tiene como objetivo analizar la aplicación de estrategias
lúdicas como recurso didáctico para potenciar el pensamiento científico en
estudiantes de segundo año de Educación Básica en la Unidad Educativa Julio
Tobar Donoso de la ciudad de Quito, en el área de Ciencias Naturales. Bajo un
enfoque cualitativo con diseño descriptivo, se utiliza la observación
participante y entrevistas a docentes como técnicas principales de recolección
de datos. Los resultados evidencian que la implementación de juegos didácticos,
experimentos guiados y actividades concretas estimula la curiosidad, la
formulación de hipótesis, el razonamiento lógico y la participación activa de
los niños. Se identifican dificultades relacionadas con la escasa capacitación
docente y la limitación de recursos lúdicos en el aula. Las evidencias permiten
proponer lineamientos pedagógicos para la integración sistemática de la lúdica
en la enseñanza de las Ciencias Naturales, orientados a fortalecer la
indagación temprana, la reflexión y el aprendizaje significativo. Se concluye que
la lúdica, aplicada con intencionalidad didáctica, constituye una estrategia
eficaz para el desarrollo inicial del pensamiento científico y el aprendizaje
significativo, al fortalecer la motivación desde una perspectiva
constructivista.
Palabras clave: pensamiento científico; juego educativo; Ciencias
Naturales; educación básica; aprendizaje activo
Introduction
In
the current educational approach, one of the fundamental challenges is to
promote scientific thinking from the earliest years of schooling, so that
students not only memorize content, but also develop “the ability to observe,
ask questions, formulate hypotheses, experiment, and construct explanations
based on evidence” (Rodríguez Flores, 2020, p. 34). Teaching practice is
frequently applied using traditional content-transmission approaches, which
reduces the possibilities for children to develop inquiry and reflection
competencies necessary for scientific understanding (Guerra-Reyes et al.,
2025).
The national curriculum of Ecuador states that the teaching of Natural
Sciences must “promote curiosity, systematic observation, critical thinking,
and scientific inquiry from an early age” (Ministerio
de Educación del Ecuador, 2016, p. 45). However, empirical research points to
the existence of gaps in implementation, which are attributed to limited
methodological training of teachers, scarcity of technical resources, and the
continuous use of traditional teaching practices in classrooms, based on
memorization and repetition (Gordon Torres et al., 2022).
From constructivist and sociocultural perspectives, scientific learning
is shaped through the child’s interaction with the environment, facilitated by
teacher mediation and the language used to create this relationship. In this
sense, it is argued that “play is a creative activity that allows the child to
transform reality and develop higher-order thinking functions” (Bernal et al.,
2022, p. 7). Play-based strategies, understood as “intentional pedagogical
actions that incorporate components of play, manipulation, and simulation” (Sanango
& Narvaez, 2022, p. 74), are established as an effective means to foster
intrinsic motivation, sustained attention, and hypothesis formulation, thereby
contributing to the development of scientific thinking in Basic Education
children.
Henriksson et al. (2023) highlight that playful
activities with scientific content “increase children’s ability to
relate abstract concepts to concrete experiences, strengthening their
understanding of the scientific method” (p. 4). These findings are consistent
with those of Bernal et al. (2022), who demonstrated that “early childhood
education programs based on projects and play promote logical thinking and
scientific problem-solving” (p. 21).
However, a growing gap remains, as few studies have specifically focused
on the application of play-based strategies for scientific thinking in the
second year of Basic Education, and almost none in contexts in Quito. The local
reality requires empirical evidence demonstrating how these strategies can be
adapted to the cultural, pedagogical, and resource contexts. Thus, this
research aims to contribute to educational knowledge related to the promotion
of scientific thinking through play within the field of Natural Sciences, with
direct implications for teacher training, curriculum design, and the
improvement of educational quality in Ecuador.
The relevance of this study lies in the fact that strengthening
scientific thinking from early grades not only impacts the learning of natural
sciences, but also contributes to the development of critical citizens capable
of understanding natural phenomena and making informed decisions in the face of
environmental, health, or social challenges. Furthermore, this research may
provide a replicable methodological proposal for other institutions in the
country, foster educational innovation, and promote continuous teacher training
in scientifically grounded play-based strategies.
Despite theoretical advances and isolated experiences, there is still a
lack of systematic studies analyzing the impact of play-based strategies on
scientific thinking in the second year of Basic Education, a level at which the
foundations of inductive and deductive reasoning are formed. Therefore, this
study aims to analyze the impact of the application of play-based strategies on
the development of scientific thinking in second-year Basic Education students,
in order to provide contextualized methodological guidelines that strengthen
the teaching of Natural Sciences and promote active, reflective, and meaningful
learning.
For this reason, implementing play-based strategies not only represents
a methodological innovation, but also a response to current pedagogical
challenges in public educational contexts in Quito, where student diversity and
limited resources require flexible and creative didactic approaches. In this way,
the study is justified by its theoretical and practical contribution to the
Ecuadorian educational field, seeking to strengthen scientific thinking through
the application of play-based tools that integrate play, observation,
experimentation, and critical reflection (García Guerrero & Moscoso Bernal,
2021).
In Ecuador, several studies have explored the relationship between play
and the development of scientific thinking at the initial and basic levels,
although from different perspectives and methodologies. Various investigations
have addressed the importance of play-based strategies as a means to enhance
scientific thinking in basic education. These experiences focus on
demonstrating how play, experimental activities, and the manipulation of
concrete materials can generate meaningful learning and promote scientific
curiosity from early ages. Based on these background studies, the review of
three relevant investigations is proposed, which support the importance of
integrating play as a mediator of scientific thinking in contemporary
Ecuadorian education.
Sanango y Narvaez (2022) conducted a qualitative study, whose objective
was to apply a play-based strategy to improve learning in the unit on living
beings among second-year students of General Basic Education. The author states
that play-based activities strengthen active participation, observation, and
hypothesis formulation in second-year General Basic Education students. This
study constitutes a key precedent, as it demonstrates that the implementation of
play-based activities fostered active participation, observation, and
hypothesis formulation among students, significantly contributing to the
development of scientific thinking.
Another study was conducted by Bonilla Anchundia et al. (2025), which
carried out in public schools, aimed to design play-based strategies to
strengthen good environmental practices in the teaching of Natural Sciences for
third-year Elementary Basic Education students at Unidad Educativa Ocho de Enero. Through a mixed-methods approach, the authors
establish that play-based activities are tools that significantly benefit the
learning of Natural Sciences, making it more accessible and engaging for
students. The findings showed that the designed play-based activities were
viable and relevant, as they positively influenced the teaching–learning
process, promoting motivation and environmental awareness among students.
Therefore, the study recommends integrating play transversally into the
curriculum, considering students’ age, interests, and sociocultural context,
which supports the relevance of the constructivist approach in science
education.
A study from the Salesian Polytechnic University, determined that the
integration of play-based strategies in the teaching of this important subject
area represents an innovative and effective educational approach. For this
purpose, the author developed a methodological guide that integrates play-based
strategies into the teaching of Natural Sciences to improve students’
understanding and interest. The study concludes that the proposed guide
facilitated the implementation of play-based strategies in the classroom,
promoting active and meaningful learning and improving students’ motivation
toward Natural Sciences topics (Molina Andrango, 2024).
Taken together, these three studies reaffirm that play is a powerful
tool for the development of scientific thinking in Ecuadorian basic education.
The evidence shows that didactic games, experimental dynamics, and
collaborative activities foster curiosity, observation, and critical reasoning,
laying the foundations for a more active and meaningful scientific education.
This review, therefore, provides the empirical and theoretical support
necessary to guide the present research toward the application of contextualized
play-based strategies in second-year Basic Education classrooms.
Despite these contributions, controversies persist regarding the
applicability of play-based strategies in contexts with limited resources and
high student density, as occurs in urban public institutions in Quito. Some
teachers consider that play may distract from curricular content, while others
argue that it constitutes an essential tool for activating scientific reasoning
processes (Guerra-Reyes et al., 2025). This diversity of perspectives reflects
the need for empirical studies that analyze the effectiveness of play-based
strategies under real classroom conditions.
Students’ interest in Natural Sciences decreases in the presence of
repetitive methods and limited experimentation. It has been identified that
children show a natural curiosity about their environment, but lack
opportunities to explore, manipulate, and construct their own explanations.
Therefore, it is proposed that the systematic incorporation of play-based
strategies could enhance the development of scientific thinking by linking
concrete experience with guided inquiry and the application of play. This study
is also justified by its contribution to the improvement of teaching practice.
As Rodríguez (2020) states, “science teaching must move from transmission to
action; from words to experimentation” (p. 36). Integrating play makes it
possible to meet the demands of the Ecuadorian curriculum and strengthen
scientific competencies through a motivating, participatory, and accessible
methodology.
Scientific thinking is defined as “an intellectual process whose purpose
is the intentional search for information about a phenomenon or facts through
the formulation of questions, hypothesis testing, observation, pattern
recognition, and the construction of inferences” (Jirout,
2020, p. 3). This skill is fundamental in science education, as it enables
students to develop critical competencies to understand and analyze natural
phenomena. Promoting this type of thinking in basic education is essential for
forming citizens capable of making informed decisions and actively
participating in the knowledge society.
On the other hand, play-based strategies in teaching have proven to be
effective in fostering active and meaningful learning. According to Alotaibi
(2024), “game-based learning has a moderate to large effect on children’s
cognitive, social, emotional development, motivation, and engagement” (p. 1).
These strategies allow students to explore scientific concepts in a practical
and enjoyable way, facilitating the understanding and retention of complex content.
The integration of play-based activities in the teaching of Natural
Sciences contributes to the development of scientific thinking. Vartiainen and
Kumpulainen (2020) states that “inquiry that incorporates scientific play
offers children rich opportunities to practice scientific processes” (p. 501).
By combining play with scientific exploration, a learning environment is
created that stimulates curiosity, observation, and hypothesis formulation—key
skills in the development of scientific thinking.
Based on the above, the present study aims to analyze the impact of the
application of play-based strategies on the development of scientific thinking
in second-year Basic Education students in public institutions in the city of
Quito. The hypothesis proposed is that the implementation of play-based
strategies in the teaching of Natural Sciences significantly improves the
development of scientific thinking in second-year Basic Education students,
thereby contributing to more active, motivating, and contextualized pedagogical
practices.
Materials and Methods
The research was conducted at the Julio Tobar Donoso Public
Educational Unit in the city of Quito, Ecuador, during the 2025–2026
academic year, and the study was implemented over a six-week period. This
setting was selected due to its cultural and socioeconomic diversity, which
allowed for the collection of a representative sample of the country’s
educational context.
The population consisted of second-year General Basic Education students
from the aforementioned institution. A non-probabilistic convenience sampling
method was used, selecting 96 students who participated in the study with
proper authorization. This sample was considered appropriate for the
qualitative and quantitative analysis of the data obtained.
Table 1. Characteristics of the student sample
|
Characteristics |
Number of Students |
% |
|
Male |
50 |
62,5 |
|
Female |
46 |
37,5 |
|
7 years old |
60 |
62,5 |
|
8 years old |
36 |
37,5 |
|
Low performance in science |
58 |
60,4 |
|
Medium performance in science |
28 |
29,2 |
|
High performance in science |
10 |
10,4 |
Source: own elaboration.
The sample consisted of 96
students enrolled in the second year of Basic Education at the Julio Tobar
Donoso Educational Unit (52.1% male; 47.9% female), aged between 7 and 8
years (62.5% were 7 years old). A non-probabilistic sampling method was used,
selecting available classroom groups that authorized the intervention. The
initial diagnostic assessment applied prior to the intervention showed that
60.4% of the students presented low performance in basic indicators of
scientific thinking (observation, question formulation, and hypothesis
construction), which reflects the initial problem identified in the research.
Table 2. Characteristics
of the teachers sample
|
Characteristics |
Number of Teachers |
% |
|
Male |
2 |
40,0 |
|
Female |
3 |
60,0 |
|
Low use
of play-based strategies |
2 |
40,0 |
|
Moderate
use of play-based strategies |
2 |
40,0 |
|
High
use of play-based strategies |
1 |
20,0 |
Source: own elaboration
Five teachers from the
Natural Sciences area participated in the study, with different levels of use of
play-based strategies (20% high level of use, 40% medium, and 40% low). They
collaborated in the classroom implementation of the play-based strategies and
in the semi-structured interviews. In the management of data collection
instruments, ethical considerations were applied: participation was voluntary,
with informed consent from families and institutional authorization; data
confidentiality and participant anonymity were guaranteed.
The applied methodology
adopted a quantitative
and descriptive approach,
with a quasi-experimental design. This design makes it possible to
evaluate the impact of play-based strategies on the development of scientific
thinking without random assignment of participants to control and experimental
groups, which is characteristic of this type of study. The design consisted of
an educational intervention based on play-based strategies implemented over a
period of six
weeks. The activities included role-playing games, hands-on
experiments, and group problem-solving tasks, all aligned with the contents of
the Natural Sciences curriculum. The implementation was carried out in weekly 90-minute sessions.
Based on the diagnostic
assessment, a play-based strategy was structured aimed at strengthening
scientific thinking through didactic games, guided experiments, and
manipulative activities. The strategy was organized into four components: theme, approach, guidance,
and application, each with specific objectives, activities, and
resources. Its design considered principles of active learning, sensory
exploration, and practical experimentation.
As data collection
instruments, a structured observation guide was used to record student
interactions and behaviors during classroom play-based activities in the
Natural Sciences area. Semi-structured interviews were also conducted with
teachers and students in order to obtain qualitative perceptions regarding the
effectiveness of the implemented strategies. The observation guide for
recording interactions and behaviors during the play-based strategies is
presented.
Table
3. Dimensions and indicators of the observation guide
|
Dimension |
Indicator |
Observable behavior |
|
Active participation |
Engagement Cooperation |
Participates actively in learning activities. Collaborates and follows game rules. |
|
Scientific thinking |
Observation Hypothesis formulation |
Observes, compares, and classifies objects. Makes predictions about natural phenomena. |
|
Scientific communication |
Experimental verification Oral expression |
Tests predictions through experiments. Uses basic scientific vocabulary. |
|
Attitude towards learning |
Argumentation Motivation Autonomy |
Explains observations using simple reasoning. Demonstrates interest and curiosity. Performs tasks and makes independent
decisions. |
Source: Prepared by the authors
Below is a table
presenting the questions from the semi-structured interview applied to
teachers, organized into four established categories: motivation, conceptual
understanding, collaborative work, and initial difficulties.
Table 4. Categories and guiding questions for the teacher interview
|
Emergent category |
Objective |
Guiding questions |
|
Motivation and participation |
Examine students’ engagement in playful activities. |
1. Have you observed changes in students’ motivation? 2. Which game elements increase their enthusiasm? |
|
Understanding of scientific
concepts |
Explore the contribution of play to scientific understanding. |
3. Does play facilitate scientific understanding? Why? 4. Can you provide examples? |
|
Collaborative work
and socialization |
Examine cooperation and communication during games. |
5. How do students interact during scientific games? 6. Which social skills are strengthened? |
|
Initial difficulties
and challenges |
Identify barriers to implementing playful strategies. |
7. What difficulties emerged during implementation? 8. How were these difficulties overcome? |
|
General perception
of impact |
Explore teachers’ perceptions of scientific thinking development. |
9. How does play contribute to scientific thinking? 10. Would you recommend these strategies? Why? |
Source: Adapted from Hernández-Sampieri et al. (2018)
This interview was administered to five teachers who
teach the Natural Sciences subject, including the head of the Elementary Level
area. An approximate duration of 30 to
45 minutes was established. For data recording, the corresponding
authorizations and informed consent were obtained, complying with
methodological requirements and maintaining discretion, as the responses were
anonymous in nature.
Analysis and Discussion of the
Results
The analysis of the data obtained in this study was
conducted using descriptive statistics
and inferential tests, with the support of the IBM SPSS Statistics software (version 25) as a tool for
quantitative data processing, given that this type of “software facilitates
database management, the calculation of descriptive statistics, and the
performance of inferential tests in educational research” (Rivadeneira Pacheco
et al., 2020, p. 18).
The selection of descriptive statistics is based on
its function to “summarize, organize, and interpret data in an understandable
way” (Lizasoain Hernández, 2021, p. 6) within the
educational context, allowing the identification of trends, means, and
deviations that reflect the reality of the phenomenon studied and the level of
performance before and after the intervention.
The paired-samples
Student’s t-test and the Pearson
correlation coefficient were used in order to determine significant
differences before and after the application of the play-based strategies, as
well as the relationship between the use of these strategies and the
development of scientific thinking. These tools provide a solid empirical basis
for testing the initial research hypothesis and validating the effectiveness of
the pedagogical intervention (Lizasoain Hernández,
2021, p. 12).
In this regard, SPSS enables the execution of complex
analyses with statistical precision and methodological reliability, thereby
favoring objectivity in the interpretation of results.
Table 5. Descriptive
statistics of pre- and post-intervention scores
|
Measurement |
Mean (M) |
Standard Deviation (SD) |
Minimum |
Maximum |
Average Performance Level |
|
Pretest |
5.83 |
1.24 |
3.20 |
7.90 |
Low |
|
Posttest |
8.42 |
0.97 |
6.30 |
9.80 |
High |
Source: own elaboration.
The descriptive values obtained from the application
of the play-based strategy designed to strengthen scientific thinking in
second-year Basic Education students show that, in the initial assessment
(pretest), the mean scores were significantly low, with a mean of 5.83 and a standard deviation of 1.24, reflecting limitations in
observation skills, hypothesis formulation, and scientific argumentation.
However, in the post-intervention assessment (posttest), the average increased
notably to a mean of 8.42 and a
standard deviation of 0.97,
evidencing a substantial improvement in reasoning competencies and
understanding of natural phenomena.
This progress is attributed to the use of interactive
dynamics that promoted active exploration and collaborative learning—essential
elements for the development of scientific thinking in Basic Education
children. Descriptive statistics made it possible to visualize the general
trend of the sample and to quantify the magnitude of the educational change
generated by the pedagogical proposal. According to Lizasoain
Hernández (2021), “descriptive statistics constitute a fundamental tool in
educational studies, as they summarize and organize information, allowing for
the objective interpretation of results” (p. 6). The data show that 83% of the children reached high performance
levels after the intervention, confirming the effectiveness of
play-based strategies as a means to improve scientific understanding in
Ecuadorian school contexts.
Based on the methodological design, the structure of
the Play-Based Strategy for the Development
of Scientific Thinking implemented in the study group is presented
below:
1. Theme: “Explorers of the Environment”
Objective: To introduce basic notions of scientific thinking
through sensory exploration activities.
Activity: Students observe a
“surprise box” containing objects made of different materials (plastic, metal,
paper, fabric). In turns, children extract an object and predict what will
happen when it is placed in water. The teacher then performs the demonstration,
and predictions and results are compared.
Resources and materials:
Exploration trays, natural materials, school magnifying glasses, recording
sheets, crayons.
2. Approach: “Changing Mixtures”
Objective: To understand cause–effect relationships through
guided experiments.
Activities: Students are
organized into groups of four. Each group receives an exploration kit:
magnifying glass, magnets, measuring cups, stones, seeds, and a recording
sheet. Students classify objects according to characteristics (hard/soft,
heavy/light, attracted by magnet/not attracted).
They then conduct a mini-inquiry: “Which objects roll faster on the ramp?”
They build a ramp using cardboard and test three materials, recording times.
Each group presents its conclusion to the class.
Resources and materials: Exploration
kit (magnifying glass, magnets, measuring cups, stones, seeds, recording
sheet), flip charts, markers.
3. Guidance (Support Phase)
Objective: To guide reflection and verbalization of discoveries
made during the activities.
Activities:
·
“Objects that float or sink”: Each group tests various objects in a water
container, formulates simple hypotheses, and verifies results.
·
Brief discussion circles after each experiment to
promote oral expression.
·
Creation of a collective mural where students place
drawings and conclusions.
·
Teacher-guided questions: “What happened?” “Why do you
think it happened?” “How would you explain it to a classmate?”
Resources and materials:
Container, water, stones, leaves, paper, plastic bags, sticks, etc.
4. Application
Objective: To integrate learning through the implementation of a
mini-laboratory and the development of a simple report on the selected
experiment, promoting the use of basic scientific language, reflection, and
explanation of results.
Activity:
·
Experiment selection: Each child freely chooses one previously conducted
experiment and collects the corresponding materials from a central
station-based table.
·
Mini-laboratory
implementation: Students
follow the procedure remembered or provided on guide cards, carefully observe
what occurs, and record results using pictograms or drawings. Verbalization is
encouraged through guiding questions: “What happened? Why did it happen? Did anything change?”
·
Report writing: Each student completes a very simple report
including:
o
Title of the experiment (e.g., “Floating and Sinking”)
o
Materials used (drawn or written)
o
Procedure (three basic steps)
o
What happened? (description with
visual support)
o
Conclusion (“I learned that…”, “I realized that…”)
·
Socialization: On a voluntary basis, children present their report
to the group.
The implementation of the play-based strategy
evidenced a notable increase in scientific curiosity, active participation, and
students’ observational capacity. Greater willingness to formulate simple
hypotheses, describe phenomena, and compare results with peers was observed.
Teachers reported that children showed progress in the use of basic scientific
vocabulary and greater confidence in explaining their ideas. Overall, the
results demonstrate that the play-based proposal promoted the progressive development of scientific thinking at the
studied educational level.
Table 6.
Pre- and Post-Intervention Comparison Using Student's t-Test
|
Variable |
Mean Pretest |
Mean Posttest |
Difference (M) |
t(95) |
Sig. (p) |
Interpretation |
|
Overall Score |
5.83 |
8.42 |
2.59 |
18.34 |
< 0.001 |
Significant
difference in favor of the posttest |
Source: Own elaboration
The data reveal a mean
difference of 2.59 points between the pretest and posttest, with a
value of t (95)
= 18.34 and a significance level of p < 0.001,
thus confirming the existence of a statistically significant change after the
intervention. This result supports the hypothesis that the implementation of
play-based activities has a positive impact on the development of scientific
thinking in the Natural Sciences area. As stated by Talikan et.
al. (2024), “the paired-samples t-test is useful for determining the
effectiveness of educational programs by comparing two measurement moments
within the same group” (p. 333).
In this study, the
reduction in the standard deviation in the second measurement also evidences
greater homogeneity in learning, suggesting that the play-based methodology
benefited even those students with greater initial difficulties. According to Lizasoain Hernández (2021), the use of inferential tests in
the educational field “allows hypotheses to be tested and the significance of
observed changes to be assessed, providing empirical evidence for pedagogical
decision-making” (p. 12).
Consequently, it can be
affirmed that the play-based strategy had a statistically verifiable impact
on the improvement of scientific thinking.
Table 7. Pearson
correlation between play-based participation and the development of scientific
thinking
|
Related
variables |
Coefficient
r |
Significance
(p) |
Interpretation |
|
Playful participation ↔
Scientific thinking |
0.81 |
<
0.001 |
High
and significant positive correlation |
Source:
own elaboration.
This table presents the Pearson correlation
analysis applied to examine the relationship between the level
of students’ participation in play-based activities and the development of
scientific thinking as measured in the posttest. The results show a high positive correlation (r = 0.81; p < 0.001),
indicating that greater involvement in play-based dynamics was associated with
greater progress in competencies related to observation, analysis, and
explanation of natural phenomena.
This finding is consistent
with Moya Gómez (2024), who highlights that symbolic play provides children
with opportunities to explore different solutions and strategies, thereby
fostering divergent thinking and problem-solving skills. The Pearson
correlation coefficient makes it possible to determine the strength and
direction of the association between two quantitative variables. In this case,
the magnitude of the obtained coefficient indicates a strong positive
association between play-based strategies and scientific thinking.
This result suggests that
the design of pedagogical experiences based on play can be an effective pathway
to promote scientific thinking from the earliest years of schooling (Numiqo Team, 2026).
Table 8. Teacher
Interview
|
Category |
Frequency of mentions |
Evidence / Teacher quote |
|
Motivation and participation |
5 out of 5 teachers |
“At the beginning, students
showed a lack of interest, but with the playful activities they became
motivated and participated actively” |
|
Concept comprehension |
4 out of 5 teachers |
“Initially, many students did
not understand the Natural Sciences concepts, but they improved with the
intervention” |
|
Collaborative work |
3 out of 5 teachers |
“Progress was observed in
collaboration and mutual support among the students” |
|
Initial difficulties |
5 out of 5 teachers |
“There were difficulties in
formulating hypotheses and analyzing results, mainly at the beginning, which
were overcome with pedagogical guidance” |
Source:
Own elaboration.
In the qualitative
dimension of the study, data from interviews with five teachers revealed that
play-based strategies not only increased student motivation, but also fostered
conceptual understanding and collaborative interaction in the classroom. Playful
activities planned within the school context facilitate children’s
transformation of observed phenomena into their own explanations through the
use of language, thereby strengthening scientific reasoning. Morocho-Cevallos et
al. (2024) states that “the systematic implementation of play in subjects such
as Natural Sciences facilitates the collective construction of knowledge and
shared reflection among peers” (p. 4).
Directed play-based
strategies with pedagogical objectives “generate environments rich in questions
and hypotheses, which favor the development of inquiry skills in the early
stages of basic education” (Coronel et al., 2024, p. 22). This qualitative
evidence complements the quantitative results in a fundamental way,
demonstrating that the improvement of scientific thinking is supported not only
by measurable changes, but also by transformations in attitudes, scientific
language, and group work dynamics within the classroom.
Although this study
provides empirical evidence on the impact of play-based strategies on the
development of scientific thinking in Natural Sciences, it presents limitations
that must be considered when interpreting the results. First, the sample size
of 96
students from a single educational institution restricts the
generalizability of the findings, since factors such as infrastructure,
resources, school culture, and pedagogical practices may significantly
influence the outcomes.
Furthermore, the quasi-experimental design
prevents the establishment of strict causal relationships between the
intervention and the increase in scientific thinking; however, it does reflect
statistically and qualitatively supported significant associations. The use of
data collection instruments may also represent a limitation, as they may present
interpretative biases in direct observation and interviews, partially affecting
the reliability of the study.
Finally, the lack of
longitudinal follow-up prevents analysis of the sustainability of the advances
over time, which is a necessary and important action to evaluate whether
scientific thinking was adequately consolidated at early ages.
Recommendations
for Future Research and Practice
It is suggested to
incorporate interactive digital technologies and tools that enhance the
participatory nature of learning and allow the personalization of gamified
experiences according to each student’s needs and interests. From a
methodological perspective, future research lines should combine mixed methods
with multivariate
analyses, integrating quantitative and qualitative data on
attention and motivation.
The creation of inter-institutional
collaboration networks is also recommended for the exchange of
good practices and the construction of innovative pedagogical models based on scientific play
as a central axis for the development of critical and creative thinking.
Conclusions
The implementation of
structured play-based activities in Natural Sciences classes for second-year
Basic Education students in Quito demonstrated a positive and measurable
impact on the development of scientific thinking, evidenced
both in the quantitative pretest and posttest results and in the qualitative
observation of student interaction and participation. This finding supports the
hypothesis that play-based activities, combined with inquiry-based learning,
enhance cognitive and metacognitive competencies in real educational contexts.
Play-based strategies not
only promote the acquisition of theoretical knowledge in the Natural Sciences
area, but also stimulate motivation, collaboration, and active reflection among
students, strengthening meaningful and participatory learning. Thus, the
teacher assumes the role of an active mediator, with the skills needed to
design educational experiences that integrate play, experimentation, and problem-solving,
reinforcing an active, student-centered learning approach in which learners
become agents of their own learning.
At the institutional and
curricular levels, the results of this study suggest the need to promote teacher training
in micro-curricular planning and the practical implementation of play-based
strategies, as well as to ensure adequate material resources for their
application. It is essential that regulatory bodies, such as the Ministry of Education of
Ecuador, consider play as a transversal axis within the
Natural Sciences curriculum, contributing to educational innovation and the
consolidation of scientific competencies in the early stages of schooling.
Based on the findings and
the identified limitations, future research is recommended to expand the
population and territorial scope of the study by integrating results from
different institutions with diverse sociocultural realities, in order to
compare the effects of play-based strategies across Ecuadorian and Latin
American educational diversity. It is also necessary to conduct longitudinal
studies that measure the persistence of scientific thinking across several
academic periods, in order to determine whether the skills acquired through
play-based learning are sustained or diminish over time.
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