Abstract:

In recent years, several research projects have focused on the didactics of scientific disciplines, with the aim of improving teaching and learning processes at different levels of education, both from a cognitive and emotional point of view. For a high percentage of students, learning concepts of science in general and physics in particular is boring and difficult, which leads to an increase in negative emotions towards these disciplines. Therefore, the general objective of this research was to design and implement science projects in the primary school classroom with a recreational character that allow the learning of STEM ( Science, Technology, Engineering and Mathematics) concepts in formal contexts. The design of the research was of a quasi-experimental, exploratory type, with experimental groups, pre-test, post-test and mixed analysis of the data obtained. The participants were selected by non-probability sampling due to the ease of access to various schools. Specifically, the sample consisted of 202 students in 5th grade of Primary Education, divided into 9 groups ranging in age from 10 to 11 years. As a measuring instrument, several questionnaires were designed on basic concepts of physics focused on the movement of bodies, which were used as a pre-test and post-test before and after the didactic interventions carried out in the classroom. The different groups of students participated in the development of different recreational projects through workshops based on the construction of cars with everyday materials that work with different types of energy for the learning of different STEM concepts of the primary curriculum. The results obtained allowed us to validate the didactic effectiveness of the developed projects as statistically significant differences (Sig. < 0.05) were found between the pre-test and the post-tets in all the groups of students. Likewise, improvements in affective and emotional variables are perceived in the participating students, since the positive emotions that manifest towards the learning of science contents increase. These results allow us to conclude that the use of recreational projects in the formal classroom has positive effects on the learning of scientific contents, from the point of view of both affective and cognitive domain. We consider that this type of STEM projects should be implemented in the classrooms of all educational levels, especially in primary education, where the first scientific-technological attitudes and vocations begin to be created. Thus, a significant and effective learning of science could be promoted from an early age.

Keywords:

Primary education, active methodologies, sciences, emotions, learning.