La lúdica como estrategia potenciadora del aprendizaje colaborativo en las ciencias naturales, con estudiantes de quinto de primaria del Colegio República de China IED

Abstract

The playful has become a pedagogical strategy that facilitates learning in the classroom, since it allows students to develop autonomy, teamwork, improves scholar life generating bonds of friendship, respect and tolerance towards the other. This is how a pedagogical intervention project is developed with the fifth grade students of the “República de China IED” school in the afternoon, which aims to promote, through playful strategies, the development of cognitive, personal and social skills specific to natural sciences that allows students to learn collaboratively. As part of the methodological process, a diagnostic test is carried out to the students where they present their points of view, on the three central axes of the project, such as: the playful, the collaborative work and the natural sciences. Based on the results obtained in this test, the Pedagogical Intervention Route is elaborated, consisting of eight strategies based on play and organized in didactic guides that guide its development. In conclusion, the diagnostic test shows that students feel motivated by natural science classes in which they work as a team through play, as this makes it easier to carry out the proposed tasks. As part of the pedagogical innovation process, the authors elaborate a game with which students are expected to have fun, compete and learn collaboratively, improving their interpersonal relationships.