Un estudio sobre las experiencias de aprendizaje científico informal de estudiantes de tercer grado en el patio escolar: un enfoque cualitativo
Resumen
Este estudio cualitativo examinó las experiencias de aprendizaje informal en ciencias de 29 estudiantes de tercer grado en un entorno de patio escolar. Los datos se recopilaron mediante entrevistas semiestructuradas y un cuestionario sobre las percepciones de los estudiantes acerca de los seres vivos y el medio ambiente. Los hallazgos indican que la participación en actividades en el patio escolar mejoró la comprensión de los conceptos ambientales, incluidos los organismos vivos y no vivos, la biodiversidad, los ecosistemas forestales, el reciclaje y las interacciones entre los organismos y su entorno. La conciencia ambiental de los estudiantes mejoró en un corto período, y sus habilidades de razonamiento concreto facilitaron conexiones significativas con fenómenos observables, reflejando procesos de aprendizaje en desarrollo. Los resultados también destacan que la participación experiencial fomentó la indagación activa, la curiosidad y la reflexión, alineándose con los principios del aprendizaje experiencial. Sin embargo, persistieron conceptos erróneos sobre conceptos ecológicos abstractos, como la cadena alimentaria, los organismos microscópicos, el suelo, el agua y las plantas, lo que sugiere la necesidad de andamiaje apropiado al desarrollo en contextos informales de ciencia. Estos resultados resaltan el potencial educativo de los patios escolares como entornos de aprendizaje al aire libre, reforzando enfoques experienciales y basados en la indagación y fomentando actitudes ambientales sostenibles en la educación primaria.
Citas
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