Desarrollo y Validación de Lecciones sobre Ecosistemas Integrando Enfoques de Aprendizaje Colaborativo, Activo y Basado en la Indagación (CAI) para Séptimo Grado
Palabras clave:
aprendizaje colaborativo, aprendizaje activo, alfabetización ambiental, validación de materiales instruccionales, educación sobre ecosistemas, ciencia basada en la indagaciónResumen
Este estudio desarrolló y validó un conjunto de lecciones de ciencias para estudiantes de séptimo grado sobre temas de ecosistemas, integrando estrategias de aprendizaje Colaborativo, Activo y Basado en la Indagación (CAI) con el fin de mejorar la comprensión conceptual, la participación y la alfabetización ambiental de los estudiantes. Basado en el modelo ADDIE, la investigación empleó un diseño descriptivo-desarrollativo que incluyó la validación por expertos mediante la herramienta LRMDS del Departamento de Educación y una rúbrica de integración CAI, junto con una prueba piloto con 45 estudiantes. Los datos cuantitativos se analizaron mediante estadísticas descriptivas, pruebas t para muestras relacionadas y el estadístico d de Cohen, mientras que los comentarios cualitativos se examinaron mediante análisis temático. Los resultados mostraron que las lecciones fueron calificadas como “Muy Evidentes” en cuanto a las características CAI (M = 4.80) y como de calidad “Muy Satisfactoria” por parte de los expertos. Los estudiantes también reportaron altos niveles de participación, claridad y facilidad de uso. Los resultados del postest mostraron mejoras significativas en los cuatro temas de ecosistemas, con tamaños del efecto que oscilaron entre 1.80 y 3.43, y un aumento general desde un dominio bajo (48.3%) hasta un dominio casi completo (86.0%). Las lecciones validadas no solo promovieron la comprensión científica, sino que también fomentaron la colaboración entre pares, el pensamiento crítico y la conciencia ecológica a través de experiencias de aprendizaje contextualizadas y centradas en el estudiante. Este estudio presenta un modelo instruccional empíricamente fundamentado que aborda desafíos persistentes en la educación científica filipina al integrar el aprendizaje social y los procesos de indagación en la enseñanza de contenidos ambientales. Ofrece un enfoque escalable y alineado al currículo para transformar las aulas de ciencias convencionales en comunidades participativas de indagación.
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