Espacios abiertos en el aprendizaje de la ciencia en estudiantes de educación básica regular
No Thumbnail Available
Date
2025-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación tuvo como propósito explicar la importancia de los espacios abiertos en el
aprendizaje de las ciencias en estudiantes de educación básica. El objetivo central fue analizar cómo
estos entornos influyen en el proceso de enseñanza y aprendizaje, considerando sus características,
beneficios pedagógicos e impacto en el desarrollo integral del estudiante. Para ello, se empleó una
metodología de tipo descriptivo con enfoque cualitativo, basada en la revisión documental de
estudios, teorías y experiencias previas relacionadas con el uso de espacios abiertos como recurso
didáctico. Los hallazgos evidenciaron que estos entornos permiten la observación directa, la
exploración y la experimentación con elementos naturales, favoreciendo la comprensión práctica de
fenómenos científicos y fortaleciendo la curiosidad, la indagación y el pensamiento crítico. Asimismo,
se identificó que los espacios abiertos poseen condiciones ecológicas y sensoriales como la
iluminación natural, diversidad biológica y libertad de movimiento que incrementan la motivación y
potencian aprendizajes significativos. Finalmente, se concluye que los espacios abiertos generan un
impacto pedagógico positivo al promover la autonomía, la participación activa y el trabajo
colaborativo, transformando el rol del docente en facilitador y contribuyendo a una educación
científica más dinámica, inclusiva y conectada con la realidad del entorno.
The present research aimed to explain the importance of open spaces in science learning among basic education students. The main objective was to analyze how these environments influence the teaching and learning process, considering their characteristics, pedagogical benefits, and impact on students’ integral development. A descriptive methodology with a qualitative approach was used, based on a documentary review of studies, theories, and previous experiences related to the use of open spaces as a didactic resource. The findings showed that these environments allow direct observation, exploration, and experimentation with natural elements, fostering practical understanding of scientific phenomena and strengthening curiosity, inquiry, and critical thinking. Likewise, it was identified that open spaces possess ecological and sensory conditions such as natural lighting, biological diversity, and freedom of movement that increase motivation and enhance meaningful learning. Finally, it is concluded that open spaces generate a positive pedagogical impact by promoting autonomy, active participation, and collaborative work, transforming the teacher’s role into that of a facilitator and contributing to a more dynamic, inclusive, and context-connected science education.
The present research aimed to explain the importance of open spaces in science learning among basic education students. The main objective was to analyze how these environments influence the teaching and learning process, considering their characteristics, pedagogical benefits, and impact on students’ integral development. A descriptive methodology with a qualitative approach was used, based on a documentary review of studies, theories, and previous experiences related to the use of open spaces as a didactic resource. The findings showed that these environments allow direct observation, exploration, and experimentation with natural elements, fostering practical understanding of scientific phenomena and strengthening curiosity, inquiry, and critical thinking. Likewise, it was identified that open spaces possess ecological and sensory conditions such as natural lighting, biological diversity, and freedom of movement that increase motivation and enhance meaningful learning. Finally, it is concluded that open spaces generate a positive pedagogical impact by promoting autonomy, active participation, and collaborative work, transforming the teacher’s role into that of a facilitator and contributing to a more dynamic, inclusive, and context-connected science education.
Description
Trabajo de investigación para optar el grado académico de Bachiller en Educación.
Keywords
Espacios abiertos, Aprendizaje, Aprendizaje de la ciencia