La gamificación en la enseñanza de la materia y energía en sexto año de básica (Original)

Abstract

This research stemmed from difficulties identified in the teaching learning process of the Matter and Energy curriculum block within the Natural Sciences subject for sixth-grade students at Zoilo Rodríguez Educational Unit in the Sozaranga canton of Loja province. The diagnosis results revealed limited use of active learning methodologies, particularly gamification, and a weak connection between the content and everyday life. Therefore, the study aimed to design gamified learning activities to improve the teaching and learning process from a constructivist, inclusive, and meaningful perspective. A mixed-methods approach was used, specifically a descriptive field study. Theoretical, empirical, and statistical methods were combined, and techniques such as surveys, interviews, and participant observation were used. The proposed activities were evaluated by specialists, who determined their relevance and feasibility. It was concluded that gamification, when integrated into the teaching of Natural Sciences, promotes active student participation and meaningful learning, provided it is combined with the principles of Universal Design for Learning and the necessary resources are available for its systematic application. The proposal is consolidated as an innovative didactic alternative to transform educational practice in rural contexts and strengthen students' interest in Natural Sciences.