Recibido: 25/10/2025 Aceptado:
15/03/2026
Digital tools for learning Natural Sciences in
the seventh year of Basic Education (Original)
Herramientas digitales para el aprendizaje de las
Ciencias Naturales en séptimo año de Educación Básica (Original)
María del Carmen Cuesta Pillaga. Licenciada en Ciencias de Educación Básica. Docente en Educación General Básica. Unidad Educativa Shungumarca. Ecuador.
[ marylini@hotmail.com ] [ https://orcid.org/0009-0009-8371-8555 ]
Willian Oswaldo Garcia
Bermello. Licenciado en Teología. Ecuador.
[ williamgarcia1989@gmail.com ] [ https://orcid.org/0009-0003-2014-8555
]
Roelbis Lafita Frómeta. Lic.
en Educación. Biología. Doctor en Ciencias Pedagógicas. Profesor Titular.
Universidad Metropolitana del Ecuador. [rosyroe2@gmail.com ]
[ https://orcid.org/0000-0003-1396-1073 ]
Elizabeth Esther Vergel Parejo. Doctor en Educación. Docente investigador de la Universidad Bolivariana del Ecuador. Durán. Ecuador. [ eevergelp@ube.edu.ec ]
[ https://orcid.org/0009-0007-0178-5099 ]
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.
Keywords: digital tools; learning; Natural Sciences; teaching
strategies
Resumen
La investigación se desarrolló a partir de la necesidad de mejorar el proceso de enseñanza aprendizaje de las Ciencias Naturales, ante la limitada utilización de herramientas digitales, la escasa aplicación de metodologías activas y la persistencia de prácticas tradicionales centrada en la memorización; lo que dificultaba la construcción de aprendizaje significativos y el desarrollo de pensamiento científico en los estudiantes de séptimo año de básica. Con el propósito de atender esta problemática, se diseñó una propuesta didáctica basada en el uso pedagógico de las herramientas digitales que integran metodologías innovadoras, sustentada en los principios de aprendizaje significativo y el diseño universal para el aprendizaje. La investigación siguió un enfoque polimodal o mixto, de tipo descriptivo, no experimental y de campo, lo que permitió combinar técnicas cuantitativas y cualitativas para el procesamiento, análisis y valoración de la propuesta. Los resultados de la valoración por criterio de especialistas confirmaron la pertinencia pedagógica, coherencia curricular, carácter científico y viabilidad de aplicación de las estrategias didácticas propuestas. Se concluyó que la implementación de estas estrategias favorece la participación activa del estudiante, la comprensión de fenómenos naturales y el desarrollo de aprendizajes significativos mediados por el uso pedagógico de las herramientas digitales.
Palabras clave: herramientas digitales; aprendizaje; Ciencias Naturales; estrategias didácticas
Introduction
Technology has
significantly transformed contemporary educational processes, becoming a
fundamental resource for pedagogical innovation and the improvement of the
teaching and learning process. Currently, technological resources not only
facilitate information management and communication but also promote the active
construction of knowledge through interactive, collaborative, and
contextualized experiences.
This study is based on
learning theories that recognize the active role of the student and the
construction of knowledge. Vygotsky (1979) proposed that learning occurs in a
social context through interaction with others, highlighting the importance of
cultural mediation and language as tools for cognitive development. In this
sense, digital tools can be considered contemporary cultural mediators that
expand the zone of proximal development by allowing students to learn with the
support of technological tools and collaboration with their peers and teachers.
Piaget & Inhelder (2008), for their part,
maintained that learning is a constructive process in which the individual actively
organizes and structures their knowledge through assimilation and
accommodation. In the teaching of Natural Sciences, digital tools facilitate
learning experiences that stimulate logical thinking and problem-solving,
promoting the transition between stages of cognitive development through
virtual manipulation and autonomous exploration of content. Ausubel
(1983) argued that new knowledge is substantively integrated into the student's
cognitive structure when it is related to prior knowledge and has personal
meaning. Digital tools in the teaching and learning process of Natural Sciences
act as facilitators of the connection between prior and new knowledge because
they offer visual representations, simulations, and interactive experiences
that stimulate the understanding and retention of scientific knowledge.
The use of technological
resources for educational purposes has been extensively studied by authors such
as Salinas & De-Benito (2020), who argue that the integration of
information and communication technologies (ICTs) in education fosters student
participation as the protagonist of their own learning, allowing them to
develop cognitive, social, and digital skills in accordance with the demands of
the knowledge society. Castro & Alanya (2024)
conducted a study highlighting the potential of ICTs in interactive and dynamic
learning, as well as the need to adapt the curriculum to current demands. They
emphasized the urgency of developing digital skills and collaborative
strategies to address the challenges of online education. According to these
authors, this new scenario encourages teachers to rethink their methodologies
and incorporate digital tools that enhance motivation, innovation, and the
understanding of curricular content.
In the case of Natural
Sciences, the use of technological resources acquires particular relevance,
enabling the observation of natural phenomena, virtual experimentation, and the
simulation of processes that are complex or inaccessible in the traditional
classroom. Several studies highlight that technology allows for the visual and
dynamic representation of scientific concepts, facilitating the understanding
of abstract notions and promoting meaningful learning.
This is the case, for
example, of Viñan & Montoya (2023), who conducted
a study to analyze the influence of ICTs on the learning of Natural Sciences by
sixth-grade students; concluding that the use of ICTs significantly improves
the learning of Natural Sciences in this group of students. Furthermore, Coello (2023) analyzed how Google Classroom, an online
educational platform, influences the learning of Natural Sciences in
ninth-grade students. He conducted a quasi-experimental study that included a
control group, allowing for a comparison of results between students who used
Google Classroom and those who followed a traditional teaching approach.
The results revealed that
the experimental group using Google Classroom obtained significantly higher
grades compared to the control group that followed the traditional teaching
method. The statistical analysis supported the hypothesis that the effective
integration of digital tools in the teaching of Natural Sciences has a positive
impact on the understanding of scientific concepts and on student motivation.
Alcívar & Bowen (2024), designed a methodological
proposal using Educaplay for teaching Natural
Sciences to fourth-grade students. The results demonstrated that Educaplay develops interactive activities that promote
student participation, making learning more dynamic and engaging. This allowed
them to conclude that the application of Educaplay
had a positive effect on the teaching of Natural Sciences, given the
significant difference in correct answers compared to those of a traditional
explanation. This research corroborates the need to integrate technological
tools into the teaching of Natural Sciences as an effective means to promote
meaningful learning in seventh-grade students. The studies analyzed agree that
the pedagogical use of ICT strengthens conceptual understanding, motivation,
and active student participation. They also highlight that the incorporation of
technology must be accompanied by adequate teacher training and intentional
lesson planning capable of linking scientific content with practical
experiences and real-world contexts.
The Ministerio
de Educación del Ecuador (2023) has promoted policies aimed at strengthening
teachers' technological skills and the pedagogical use of ICTs, recognizing
their potential to improve educational quality and foster scientific literacy.
However, in the Ecuadorian context, challenges persist that limit the
integration of technological resources into teaching practice, related to
infrastructure, teacher training, and equitable access. Furthermore, the
effectiveness of these resources depends on their integration with appropriate
teaching strategies that respond to the characteristics, interests, and
contexts of the students.
At the Shungumarca
Educational Unit in the General Morales parish of the Cañar canton, seventh-grade
students have difficulty understanding fundamental scientific concepts and show
little motivation toward learning this subject. Among the main causes of this
situation is the limited use of the potential offered by digital tools in the
teaching and learning process. Although the institution has certain resources
and internet access, its pedagogical use is still in its infancy and is often
limited to information searches or static presentations, without taking
advantage of its didactic value for virtual experimentation, simulation of
natural phenomena, or interactive learning. This is compounded by factors such
as insufficient teacher training in the use of information and communication
technologies, a lack of innovative methodological strategies, and the
persistence of traditional models focused on memorization. The combination of
these factors limits the development of scientific and critical thinking in
seventh-grade students, hindering the development of meaningful learning.
Therefore, the research problem of this study is: How to contribute to the
development of meaningful learning in seventh-grade students in the subject of
Natural Sciences at the Shungumarca Educational Unit,
located in the General Morales parish of the Cañar canton?
To address this problem,
the research objective is established as: To propose didactic strategies based
on the pedagogical use of digital tools that promote the development of
meaningful learning in seventh-grade students in the subject of Natural
Sciences, at Shungumarca Educational Unit, in the
Cañar canton.
Materials and Methods
The research follows a
mixed-methods approach (qualitative-quantitative), which allows the authors to
delve deeper into the problem identified at the Shungumarca
Educational Unit in relation to the learning of seventh-grade students in the
subject of Natural Sciences. The research is descriptive, non-experimental, and
field-based, because it studies the scientific phenomenon in its natural
environment, obtaining data directly from seventh-grade teachers and students
about the learning process of Natural Sciences, without manipulating or
controlling the variables.
This research employs a
variety of scientific methods, ensuring the rigor and coherence of the
investigative process. Among the theoretical methods used is
analysis-synthesis, which allows the authors to thoroughly examine the learning
process in Natural Sciences through the review, comparison, and systematization
of existing theoretical frameworks. This facilitates the understanding of the
relationships between the concepts, principles, and pedagogical approaches that
underpin the teaching and learning process in this area of
knowledge, leading to the construction of a solid theoretical
framework. Furthermore, the inductive-deductive method is applied during the
diagnostic phase, allowing for the collection of information from concrete
facts and experiences related to the use of digital tools in the teaching and
learning process of Natural Sciences. To establish generalizations, general
theoretical principles are used to interpret and explain the phenomenon under
investigation.
At the empirical level, the
following methods are used: observation, surveys, and interviews, which
guarantee a direct approach to educational reality. Through observation, the
authors can systematically identify classroom dynamics, the pedagogical
strategies employed, and the level of student participation during classes. The
interview facilitates obtaining qualitative information from the teachers'
perspective, providing a deeper understanding of their practices, perceptions,
and limitations in the use of digital tools. The survey, on the other hand,
allows for obtaining quantifiable information about the experiences, attitudes,
and difficulties faced by seventh-grade students in the subject. Furthermore,
statistical mathematical methods are used for processing the quantitative
information, interpreting, and tabulating the data obtained. To assess the
relevance of the proposal, the expert judgment method is used.
The research was conducted
at the Shungumarca Educational Unit, located in the
General Morales parish of the Cañar canton, Cañar province, which belongs to
Zone 6. It is a rural educational center offering in-person instruction in both
morning and evening sessions. The study population consisted of the 61
seventh-grade students and the three teachers who teach Natural Sciences. Due
to the authors' interest, a purposive sample of 31 students from section A was
selected to analyze the research topic in depth, while the three teachers
remained involved.
The methodological approach
used in the research was developed in three stages: the first was the initial
diagnostic phase; the second involved designing didactic strategies based on
the pedagogical use of digital tools; and the third stage consisted of the
application and evaluation of the proposed approach.
Stage 1: Initial Diagnosis.
During the diagnostic
phase, various research techniques were used to gather information that would
characterize the current state of seventh-grade students in relation to
learning Natural Sciences at Shungumarca Educational
Unit. The survey, administered to seventh-grade students, consisted of an
eight-question closed-ended questionnaire. Interviews were conducted with the
three teachers who teach the subject. Participant observation was also carried
out using an observation guide to obtain qualitative information on the use of
digital tools in the teaching and learning process of Natural Sciences.
Analysis and discussion of the results
The results of the first
four questions reveal different perceptions among the students regarding their
preferences and understanding of Natural Sciences (see Figure 1). In response
to the first question, 42% of the students stated that they enjoyed learning
the subject, while 32% indicated that they did not, and the remaining 26% only
sometimes enjoyed learning about Natural Sciences. These data reveal a moderate
level of motivation towards the subject, possibly influenced by the teaching
methodology or the limited use of technological resources. In response to the
second question, 39% of the students surveyed found the classes interesting and
easy to understand, the same percentage (39%) perceived them as difficult, and
22% considered Natural Science classes only sometimes interesting and easy to
understand. This suggests an urgent need to rethink the teaching strategies
used in class, as more than half of the surveyed group does not find Natural
Sciences sufficiently engaging or understandable.
Regarding the use of
technological resources, the results are less encouraging; only 23% of the
students indicated that the teacher frequently uses digital tools, while 42%
responded that they never do, and 35% stated that technological tools are only
sometimes used in the classroom. This trend can be explained by the students'
responses to question two, which revealed a low level of understanding and
motivation for the subject. In question four, 48% of the students acknowledged
that the use of technological resources helps them better understand Natural
Science topics, compared to 19% who felt it was not helpful. This indicates a
positive assessment by the students regarding the use of digital tools in their
learning; however, the data above confirm that their integration into Natural
Science classes is still insufficient and requires more intentional lesson
planning to generate meaningful learning.
Figure 1. Quantitative
results of questions 1, 2, 3 and 4
_archivos/image002.gif)
Source: Own elaboration.
The
results of the last four questions reflect a contrast between the availability
of technological resources and their pedagogical use, as shown in Figure 2. For
example, in question 5, 61% of students reported having access to digital
devices, while 23% indicated they did not, and 16% said they only had access to
these resources occasionally. This demonstrates that most students have
technological resources at home or in their surroundings.
In
question 6, 68% believe that the school has sufficient technological resources,
while 13% doubt their sufficiency. This availability does not guarantee the
effective pedagogical use of these resources, and this is corroborated in
question 7, where 52% of students stated that teachers do not teach them how to
use digital tools to learn Natural Sciences, compared to 26% who said they do,
and 23% who said they only do so sometimes.
This
result reveals a training gap among teachers regarding the use of digital
tools. In the final question, 68% of the students surveyed acknowledged that
the use of digital tools makes classes more dynamic and motivating, while only
13% disagreed. In short, students value the impact of digital tools on their
learning, but the data confirms that their integration into the teaching and
learning process of Matter and Energy topics is still insufficient and requires
more intentional lesson planning to generate meaningful learning.
Figure
2. Quantitative results of questions 5, 6, 7 and 8
_archivos/image004.gif)
Source: Own elaboration.
These
results indicate that technological resources cannot be viewed solely as
technical instruments, but rather as pedagogical resources that, when properly
integrated, enhance students' cognitive processes, critical thinking, and
creativity. (Rey & Vergara (2025), urge educational institutions to utilize
digital learning processes that foster students' critical thinking, implying a
shift from traditional pedagogical approaches. In the case of teaching and
learning Natural Sciences, digital tools enable the exploration of phenomena
that, due to their complexity or inaccessibility, are difficult to address in
physical environments. From the perspective of Espinoza (2023), digital
resources in Natural Sciences encompass a wide range of tools, including
simulators, interactive applications, educational videos, and online learning
platforms.
The
teaching of Natural Sciences in seventh grade is characterized by the need to
cater to a group of students in full transition to formal thought, who
demonstrate a natural curiosity about their environment and an interest in
scientific phenomena, but who require active methodologies that promote their
participation. In educational practice, it is observed that the teaching
process, in many cases, focuses on the transmission of content and
memorization, which limits the possibility of developing critical and
scientific thinking in students. The lack of use of digital tools restricts the
creation of more dynamic, interactive, and contextualized learning experiences.
According to information obtained from interviewed teachers and observations
made, the predominant strategies in the classroom are lectures, reproduction
exercises, and basic experiments; although these allow for some learning, they
are insufficient to foster meaningful learning. The absence of active
methodologies such as gamification, cooperative and collaborative learning, or
the use of digital tools reduces opportunities for students to actively
construct knowledge.
The
integration of digital tools into science education is limited and, in most
cases, is reduced to the use of audiovisual resources and presentations.
Although these tools help capture students' attention and facilitate the visual
understanding of certain natural processes, their application lacks a structured
pedagogical approach. According to teachers, the training they receive for the
pedagogical use of technology is insufficient, preventing them from leveraging
its potential to foster meaningful learning, experimentation, and the
application of knowledge in virtual contexts.
Another
difficulty teachers face when incorporating digital tools into matter and
energy classes is the lack of adequate infrastructure and the insufficient time
to plan innovative activities. Added to this is an implicit resistance to
methodological change, stemming from the persistence of traditional teaching
models. These conditions hinder the effective implementation of strategies that
promote the use of digital tools and impede the development of scientific
competencies in students. This information indicates that it is necessary to
strengthen the processes of continuous teacher training oriented towards the
didactic use of digital tools, prioritizing practical training contextualized
to the national curriculum and fostering spaces for collaboration among
teachers for the exchange of successful experiences, as well as promoting
institutional policies that encourage educational innovation.
Stage
2: Design of teaching strategies based on the pedagogical use of technological
resources in Natural Sciences.
Technological
resources in education encompass both hardware and software, from physical
equipment (computers, tablets, projectors) to virtual platforms, interactive
applications, and digital learning environments (Madrigal et al., 2025). Their
value lies in their ability to diversify teaching methods, promote active
student participation, and generate more dynamic, contextualized, and
meaningful learning experiences. Digital tools, as part of these resources,
facilitate the acquisition, processing, and communication of information,
becoming essential mediators of learning in the current educational context.
They are specific applications or programs that enable the development of
interactive, creative, and collaborative pedagogical activities. According to
Romo et al. (2023), digital tools allow for the transformation of traditional
learning environments into dynamic, participatory, and student-centered spaces
through the integration of multimedia resources and active learning strategies.
Examples of these applications include Kahoot, Genially, Quizizz, and Canva,
which enhance knowledge construction.
These
represent the operational component of technological resources, as they are the
concrete instruments that teachers use to design more active and contextualized
learning experiences. Their use in the teaching of Natural Sciences becomes an
effective means of linking curricular content with the digital and scientific
competencies demanded by today's society, provided it is based on a didactic
plan. Teaching this area aims to promote students' understanding of physical,
chemical, and biological phenomena and processes, as well as the development of
critical thinking, inquiry skills, and attitudes of respect for the world
around them.
The
teaching strategies designed for seventh year of Basic General Education for
Natural Sciences are aligned with the skills of the Ecuadorian curriculum and
integrate digital tools, active methodologies and respond to principles of
inclusion and accessibility, in accordance with the Universal Design for
Learning (UDL) approach.
Strategy
1. Discovering the World of Invertebrates.
Skill:
CN.3.1.1. Investigate, using ICT and other resources, the characteristics of
invertebrate animals, describe them, and classify them according to their
similarities and differences.
Objective:
To classify the main groups of invertebrate animals through interactive
exploration and the collaborative creation of a digital mural.
Resources:
Computer or tablet with internet connection, digital tool: Padlet or Genially.
Educational videos (YouTube EDU) and free image banks (Pixabay,
Unsplash).
Time:
2 sessions of 40 minutes.
Procedure:
The
teacher introduces the topic with a video. Then, they lead a brainstorming
session about invertebrate animals. The students, working in cooperative
groups, research online the characteristics and examples of different groups of
invertebrates. The teacher creates a Padlet and chooses a format: wall,
columns, or whiteboard. The teacher shares the link or QR code with the
students.
The
students click the "More" button to publish and, using the
information gathered, create a digital mural on Padlet (columns for classifying
invertebrates, and they post photos with brief explanations on the mural).
Finally, each group presents their mural and reflects on biodiversity and the
ecological role of invertebrates.
Evaluation:
A rubric is used to assess the correct classification of the animals, the
digital presentation, cooperative work, and the ability to communicate
information clearly and visually.
Strategy
2. The Green Lab: We Experiment with Photosynthesis.
Skill:
CN.3.1.3. Experiment on photosynthesis, nutrition, and respiration in plants,
explain them, and deduce their importance for the maintenance of life.
Objective:
To understand the process of photosynthesis through experimentation and the use
of interactive digital simulators.
Resources:
Jars with leaves, water, sunlight, vinegar, and baking soda (for the
experiment). Digital tool: PhET Interactive Simulations.
Cell phone camera for recording evidence.
Time:
Two 40-minute sessions.
Procedure:
The
teacher poses the guiding question: What does a plant need to live?
In
small groups, students conduct a simple experiment on the release of oxygen
from submerged leaves. Then, they access the PhET
simulator to observe the complete process of photosynthesis. During the
simulation, they can take screenshots and record which variables they changed
and what they observed. Each group creates a short video or digital
presentation explaining their observations. The conclusions are shared, and
reflection on the importance of plants for life on Earth is encouraged.
Evaluation:
Participation in the experiment, conceptual understanding, scientific
argumentation, and responsible use of ICT will be assessed.
Strategy
3. Getting to Know Our Bodies: The Human Reproductive System
Skill:
CN.3.2.1. Investigate and describe the structure and function of the human
reproductive system, both female and male, and explain its importance in the
transmission of hereditary characteristics.
Objective:
To recognize the structures and functions of the human reproductive system and
its role in genetic inheritance through interactive activities.
Resources:
Computer, digital whiteboard or tablets. Digital tools: Kahoot! and
BodyMap.org. Graphic materials and interactive worksheets.
Time:
2 sessions of 40 minutes each.
Procedure:
The
teacher begins with a brief discussion about the importance of respect and
comprehensive sexuality education. Students access the website and choose the
system to explore. They observe interactive models of the human body on
BodyMap.org (an interactive body map with basic anatomical views). They watch
the video and they
note three findings and also write down one interesting fact. Find two
structures of the reproductive system and explain their function in 20 words
each. At the end, the groups will create a digital comparative diagram of the
male and female reproductive systems.
Evaluation:
Performance in the game, understanding of the functions, and appropriate use of
scientific and respectful language will be assessed.
Strategy
4. The Journey Through the Human Body.
Skill:
CN.3.2.3. Describe, with the support of models, the structure and function of
the digestive, respiratory, circulatory, and excretory systems and promote
their care.
Objective:
To identify the functions and interrelationships of the main systems of the
human body through the exploration of three-dimensional models.
Resources:
Tablets or computers. Digital tool: Anatomy Learning 3D or shared digital
notebook on Google Docs.
Time:
2 sessions of 40 minutes each.
Procedure:
The
teacher divides the class into groups, assigning a body system to each group.
Students explore 3D models to observe organs, pathways, and functions. In a
shared notebook, each group creates a summary with images and explanations
about how their system relates to the others. Finally, a rotating presentation
takes place: each group teaches the others what they have learned.
Evaluation:
Scientific accuracy, collaboration, and clarity of presentation are assessed.
Appropriate use of ICT and participative attitude will also be considered.
Strategy
5: The Virtual Atom Challenge
Skill:
CN.3.3.2
Objective:
To understand the structure of the atom and its main components through a
gamified and interactive environment.
Resources:
Computers or tablets, internet connection, PhET
simulator: Build an atom, worksheets, projector.
Time:
2 sessions of 40 minutes each. Procedure:
The
teacher presents the didactic model of the atom through a short video and
guides the use of the PhET simulator. The teacher
forms teams of 4 students and assigns roles (moderator, recorder, simulator
operator, timekeeper). They propose a game in which each group must build
different assigned atoms (for example, helium, oxygen, or nitrogen) and explain
their characteristics. Working in cooperative groups, they carry out the
activity: the operator manipulates the simulator; the recorder notes
observations; the moderator coordinates timing.
The
teacher asks questions of varying levels (Why does the net charge change if you
remove electrons? What properties will the atom have?) and the evidence is
recorded. Teams earn points for each correct answer. The teacher offers
different alternatives for completing the activity (text, concept map, audio
recording) for Universal Design for Learning (UDL).
Assessment:
Checklist to verify understanding of atomic structure and participation in
cooperative work.
Strategy
6: Element Seekers.
Skill:
CN.3.3.2
Objective:
To identify chemical elements through a collaborative search game.
Resources:
Cards with chemical symbols, posters, colored pencils, mobile devices with QR
code readers.
Time:
2 sessions of 40 minutes each.
Procedure:
The
teacher explains the search activity, shows an example of a card, and
demonstrates how to use a QR code reader (step-by-step instructions with
images).
The
teacher forms teams of 4 students and assigns roles. They provide clues and
hide cards around the classroom/nearby areas with varying levels of difficulty.
On the platform (or shared document), each QR code reveals: a symbol, an
interesting fact, and a mini-challenge (e.g., relating it to everyday use). The
teacher provides support flags: cards with pictograms for students who require
visual access. The teacher supervises and facilitates the activity.
Teams
rotate through stations: some locate the cards, others scan QR codes and
complete the record on the template (name, symbol, atomic number, use). Students
rotate between rounds. Virtual medals are awarded for speed, accuracy, and
creative explanation. Teams have "wildcard" cards that allow them to
ask the teacher for a hint if needed (promoting metacognition).
Evaluation:
Record of participation and accuracy in identifying the chemical elements.
Strategy
7. Escape Room of the States of Matter.
Skill:
CN.3.3.3
Objective:
To recognize the physical states of matter and their changes through a digital
escape room game.
Resources:
Genially or Wordwall platform, computers, projector,
clue cards.
Time:
2 sessions of 40 minutes.
Procedure:
The
teacher designs a virtual escape room with puzzles about the solid, liquid, and
gaseous states. Explain the rules and organize the students into teams. The
students solve challenges to escape the laboratory, applying their knowledge.
Each correct clue unlocks a part of the exit door.
Assessment:
Record of correct answers and observation of cooperative work and
decision-making.
Strategy
8. Kahoot on Compounds.
Skill:
CN.3.3.4
Objective:
To interactively assess understanding of organic and inorganic chemical
compounds.
Resources:
Kahoot platform, projector, mobile devices.
Time:
2 sessions of 40 minutes.
Procedure:
The
teacher prepares a Kahoot quiz about the chemical compounds studied. Students
participate individually or cooperatively, answering the questions and
reflecting on their answers at the end.
Assessment:
Automatic game results and group discussion on successes and difficulties.
Strategy
9. Navigating the Solar System.
Skill:
CN.3.4.3. Investigate, using ICT and other resources, the solar system,
describe some of its components, use simulation models, and explain lunar and
solar eclipses.
Objective:
To understand the structure of the solar system and astronomical phenomena
through the use of digital simulators.
Resources:
Computer or tablet. Digital tool: Solar SystemScope
or NASA Eyes. Interactive whiteboard or projector.
Time:
2 sessions of 40 minutes each.
Procedure:
The
teacher poses the initial question: Why do eclipses occur?
The
students explore the Solar SystemScope simulator to
observe the orbits and sizes of the planets.The
teacher leads a guided activity to identify the cause of eclipses and the
relative positions of the Sun, Earth, and Moon.
Each
group creates a digital presentation with images from the simulator to explain
their understanding. Evaluation: Conceptual accuracy, quality of digital
explanation, and participation in exploration will be considered.
Strategy
10. When the Earth Gets Angry.
Skill:
CN.3.4.14. Investigate and infer the characteristics and effects of climate
disasters and establish the consequences for living beings and their habitats.
Objective:
Analyze the causes and consequences of climate disasters through case studies
and the use of digital simulation tools.
Resources:
Computers or tablets. Digital tools: Google Earth and EarthquakesTracker.
UN infographics and educational videos.
Time:
2 sessions of 40 minutes each.
Procedure:
The
teacher presents images and videos about different types of natural disasters.
Students investigate a specific type of disaster (hurricanes, droughts,
earthquakes, among others) in groups, using Google Earth to locate affected
areas. Each group creates a digital infographic in Canva with information about
causes, consequences, and preventive measures. A collaborative presentation is
held in a science fair format.
Evaluation:
The scientific quality of the information, the creativity of the infographic,
teamwork, and reflection on environmental responsibility will be assessed.
The
designed teaching strategies constitute an innovative and contextualized
proposal to strengthen meaningful learning for seventh-grade students in
Natural Sciences, through the pedagogical use of digital tools that promote
active participation, inquiry, collaborative work, and the inclusion of all
students. Once the proposal is designed, it is essential to subject it to a
validation process to verify its relevance, coherence, and applicability in the
Ecuadorian educational context, ensuring that it effectively responds to the
needs and characteristics of the students.
Stage
3: Application and validation of the proposal.
The
proposal is evaluated using expert criteria, with the objective of assessing
its relevance, internal coherence, and feasibility of the proposed teaching
strategies based on the pedagogical use of digital tools in Natural Sciences
for seventh grade of basic education.
In
the first stage, specialists are selected based on pre-established criteria,
such as professional experience, academic level, proficiency in the use of
digital tools, knowledge of active and inclusive methodologies, solid knowledge
of Natural Science didactics, professional ethics, and willingness to
participate in this process. The group of specialists consists of five, all
with more than 15 years of teaching experience: two PhDs in Pedagogical
Sciences, who are teacher trainers in the area of Natural
Sciences, and three teachers from Ecuadorian basic education, two of whom hold
a master's degree in Basic Education.
In
the second stage, the specialists are given the proposal and an instrument
consisting of a matrix with indicators that allows for the assessment of the
relevance, coherence, and applicability of the strategies. In the third stage,
the results are tabulated and analyzed, synthesizing the specialists'
contributions and suggestions to adjust, strengthen, and refine the strategies
before their implementation in the classroom. In the final stage, the report is
prepared that includes the reflections, criteria and recommendations of the
specialists. This process guarantees the applicability of the proposal, as
shown in Table 1.
Table
1. Evaluation of
specialists
|
Evaluation criteria |
Specialist score (1- 10 pts) |
Rating |
||||
|
1 |
2 |
3 |
4 |
5 |
||
|
Pedagogical relevance |
9 |
10 |
9,5 |
9 |
9,8 |
9,46 |
|
Curricular coherence |
10 |
9,8 |
9,5 |
10 |
10 |
9,86 |
|
Articulation between skill, objective, and assessment |
9,5 |
10 |
9,8 |
9,5 |
9 |
9,56 |
|
Methodological clarity |
10 |
9,5 |
10 |
9,8 |
9,5 |
9,76 |
|
Scientific rigor and character |
9 |
10 |
9,5 |
10 |
9,8 |
9,66 |
|
Feasibility in rural and diverse contexts |
9,5 |
9 |
9,5 |
9,8 |
9 |
9,36 |
|
Innovation and didactic value |
10 |
10 |
9,5 |
10 |
9,8 |
9,86 |
|
Sociocultural relevance |
9 |
9,5 |
9,8 |
9 |
9,5 |
9,36 |
Source:
Own elaboration.
According
to the results of this process, the proposed strategies comply with the
required pedagogical, curricular, and scientific principles, respond to the
characteristics of the students, the educational level, and the context, and
effectively integrate digital tools. This ensures that their practical
application will foster the development of meaningful learning, active
participation, and the development of scientific, technological, and
socio-emotional skills in seventh-grade students, contributing to the
comprehensive education of students in Ecuadorian basic education.
Final
decision: Their application will be approved with minor adjustments regarding
the accessibility of the strategies in educational environments with
technological limitations, such as rural contexts.
Conclusions
The
research was based on theoretical foundations that highlight the importance of
the pedagogical use of digital tools and active methodologies in the teaching
of Natural Sciences, considering that these promote the construction of
meaningful learning, critical thinking, and active student participation in
their educational process. The diagnostic assessment revealed limited use of
the potential of digital tools in the teaching and learning process of Natural
Sciences, a scarcity of innovative strategies, and a tendency toward
traditional teaching models. This limited scientific curiosity and the
development of meaningful learning among seventh-grade students at the Shungumarca Educational Unit in the Cañar canton.
The
proposed teaching strategies were evaluated by specialists, who confirmed that
the proposal is consistent with pedagogical, curricular, and scientific
principles. The specialists recognized that the teaching strategies based on
the pedagogical use of digital tools are relevant and guarantee that their
implementation in the teaching and learning process of Natural Sciences
strengthens meaningful learning for seventh-grade students at the Shungumarca Educational Unit in the Cañar canton.
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