Sporala red del conocimiento
Universidad Distrital Francisco José de Caldas

Licenciatura en Física

Materiales y actividades para fomentar el aprendizaje de las ciencias en niños de primaria en contextos rurales

Diaz Cardenas , Daniel AlexanderAsesor: Arcos Martínez, Fabio Omar · Ramírez Cabanzo, Ana Brizet

The current internship report portrays the pedagogical process developed in the school Institución Educativa Técnica Pérez y Aldana, rural site El Baurá, located in the municipality of Purificación, Tolima, in the framework of Tutoring Program for Learning and Integral Formation (PTA/FI 3.0) from the Ministry of National Education. The experience was focused in the accompaniment of students from pre-school to fifth grade of primary school under the multi-grade approach distinctive of Colombian rural contexts. The internship aimed to enhance learning processes through design and materials implementation, lesson plans, and activities with emphasis on natural science linked to areas such as math, literacy, technology, and environmental education. Therefore, contextualized pedagogical strategies were developed that fostered meaningful learning, active participation, context observation as a tool for scientific knowledge construction. Within the activities performed are highlighted; practical experiences of natural setting exploration, didactic material production and development of transversal project “Tienda Escolar Alegría” directed at integrating different areas of knowledge based on real situations related to management, collaborative work, and use of technological tools. Likewise, successful educational initiatives like interactive groups, dialogic learning, and families participation were implemented, strengthening students’ cohabitation and integral formation. The outcomes revealed improvements in learners’ participation, motivation and interest in natural science, as well as, enhancement of communicative, logico-mathematical and social skills. Finally, the experience allowed to reflect over the importance of adapting pedagogical practices to rural education realities, acknowledging the context and communal dynamics as key factors in teaching-learning processes.

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