Abstract:

The objective of the study is to describe the PAPE Method as an innovative strategy for teaching Natural Sciences in elementary education with a focus on privileging Learning by Doing and Learning by Living Together in children and adolescents. The problem was formulated by the narrative of school community stakeholders regarding the fact that the traditional teaching approach based on long and complex theoretical presentations is difficult to understand, together with the lack of a dynamic and participative didactic methodology that makes scientific concepts abstruse and distant from the daily reality of children. Another aspect described as critical is the little or no connection that exists in school environments between science and the real world, since if children are not shown how knowledge is applied in everyday life, they may perceive science as something abstract and not relevant to learn. The initiative was born from multiple experiences promoted by the Faculty of Engineering at the University of Talca, Chile and its social and binding responsibility to the school system of the Maule Region. The method is based on four phases that are broken down from its initial ones:
(1) Planning of scientific learning with a playful character;
(2) Activation of previous learning in a non-school environment;
(3) Deepening of scientific knowledge in a school environment and
(4) Evaluation of the experience together with the educational establishment.

The review of specialized literature is based on the topics of teaching and learning approach, active learning methodologies and science didactics. Methodologically, the work is based on the quantitative approach, is descriptive and relies on the technique of systematization of experiences. The study population corresponds to 55 basic schools (considering all levels and formative cycles) attended in the period 2022 - May 2023, taking as a premise that every person who is trained to teach science in basic education must necessarily appropriate cognitively, procedurally and attitudinally a set of schematized and organized knowledge that, in complement with the art of pedagogy, must ensure its learning and apprehension by the subject of learning. Among the evidence, it is highlighted that the method contributes to the development of fundamental or primary scientific skills, such as observation, formulation of questions, planning and experimental design, data collection and analysis, and formulation of conclusions. These scientific skills are transferable and beneficial for the subsequent and gradual progress of critical thinking and autonomy in children and adolescents as they move up the educational level.

Keywords:

Method, innovation, teaching, science, education.