Digital tools for learning Natural Sciences in the seventh year of Basic Education (Original)

Resumen

This research stemmed from the need to improve the teaching and learning process of Natural Sciences, given the limited use of digital tools, the scarce application of active methodologies, and the persistence of traditional practices focused on memorization. These factors hindered the construction of meaningful learning and the development of scientific thinking in seventh-grade students. To address this problem, a didactic proposal was designed based on the pedagogical use of digital tools, integrating innovative methodologies and grounded in the principles of meaningful learning and universal design for learning. The research followed a mixed-methods approach, descriptive, non-experimental, and field-based, allowing for the combination of quantitative and qualitative techniques for the processing, analysis, and evaluation of the proposal. The results of the expert evaluation confirmed the pedagogical relevance, curricular coherence, scientific rigor, and feasibility of implementing the proposed didactic strategies. It was concluded that the implementation of these strategies promotes active student participation, the understanding of natural phenomena, and the development of meaningful learning through the pedagogical use of digital tools.