Estrategias lúdicas y su relación con el aprendizaje de ciencias naturales, de séptimo año, Escuela Bolivia Benítez - Machala 2024-2025

Abstract

Today's education faces the challenge of capturing and maintaining student interest, especially in seventh grade. In this context, playful strategies are positioned as a valuable alternative for fostering meaningful learning in areas such as Natural Sciences. These strategies not only strengthen content comprehension but also promote student autonomy, active participation, and the development of critical thinking.This research aims to transform teaching and learning, based on the need to renew pedagogical practices that facilitate content comprehension and foster student autonomy. To achieve this goal, a qualitative and quantitative methodology was used, at the explanatory, correlational, descriptive, and propositional levels. The methodology is bibliographical, based on the review of scientific articles from indexed journals. The methodology is field-based, as research instruments were used within the "Bolivia Benítez School" institution, where the phenomenon under study is taking place. In addition, various research instruments were thoroughly implemented: an interview was conducted with four teachers (A, B, C, and D) to gather information. The survey was selected probabilistically, given that the sample exceeds 100 individuals. Therefore, the corresponding formula was applied, resulting in 87 students. An observation guide was conducted through direct observation to obtain accurate data on the playful strategies the teacher uses in the classroom.Data analysis revealed a limited implementation of playful activities in the educational process, which limits students' overall development. Based on these findings, a proposal was designed to develop a teaching guide that integrates a set of playful activities to encourage active participation and practical learning among seventh-grade students in Natural Science classes.