Estrategia lúdica para la enseñanza de los ciclos biogeoquímicos en estudiantes de séptimo grado de la institución educativa distrital colegio General Santander, Bogotá D.C.

Abstract

The objective of this work is to implement a playful strategy for teaching biogeochemical cycles in seventh grade students of the Educational Institution General Santander School District, Bogotá D.C. Taking into account that the sciences They cover different topics, they turn out to present a certain degree of difficulty in learning. Specifically, in the teaching of biogeochemical cycles, apathy and low understanding of the topic, given that students are unable to connect the contents with their daily life and that generates apathy towards learning science and in this case specific to biogeochemical cycles, causing low performance academic. For the development of the pedagogical proposal, we rely on the approach qualitative. The methodology was distributed in three phases; Firstly, the diagnostic instrument and interview. For the second phase, design of recreational games and Finally, the design of the laboratory guide was carried out. Consequently, apply strategies Playful activities in the teaching-learning process allow increasing interest in the learning of science, additional collaborative work is strengthened while achieving contextualized content teaching, making students go from being spectators to be actors in the teaching-learning process. hence, the game plays a fundamental role in the development of skills that are usually satisfactory. This The project accounts for the design of two recreational games, which when properly oriented and adapted can be implemented in any field of knowledge.