“Pequeños Científicos”: Una Experiencia Didáctica de Sistematización Fundamentada en Actividades Extracurriculares, a Través de Experiencias y Resultados en el Aprendizaje de Ciencias Naturales con Estudiantes de Primaria del Colegio la Merced, Bucaramanga

Abstract

The "Pequeños Científicos" playful learning program plays a key role in developing essential scientific skills among students in grades 1 through 5 of primary education. Detailed observation, hypothesis formulation, and hands-on experimentation are significantly strengthened through this program. The activities are carefully aligned with the curriculum of the National Ministry of Education (MEN), ensuring their relevance within the Colombian educational context. These hands-on experiences not only help students understand abstract concepts, such as states of matter or the water cycle, but also enable them to apply this knowledge in real-world situations, fostering active and meaningful learning. Moreover, collaboration in group activities promotes transversal skills such as communication, mutual respect, and problem-solving—essential aspects for both scientific learning and the students' holistic development.

Based on students' meaningful experiences throughout the process, it was observed that learning natural sciences shifted from a traditional memorization-based approach to a dynamic process centered on exploration and active participation. Students reported that activities such as the non-Newtonian fluid experiment and rainbow bubbles were not only exciting but also highly educational. These exercises sparked genuine curiosity and consolidated their understanding of concepts previously perceived as complex. The systematization of these experiments revealed that the evaluation processes used in "Pequeños Científicos" reflect significant progress in skills such as data recording, result reporting, and the ability to relate scientific knowledge to the environment in everyday life.

The systematization also highlighted significant transformations in the development of cognitive and socio-emotional skills. From a cognitive perspective, students showed progress in critical thinking, logical analysis, and structured problem-solving. In socio-emotional terms, collaboration in group activities strengthened skills such as empathy, active listening, and teamwork. These abilities were essential not only for successfully completing the experiments but also for improving school dynamics and strengthening peer connections. Additionally, play and experimentation as central methodologies transformed students’ perception of science, making it more accessible and relevant to their daily lives.

Finally, a didactic transposition is proposed based on the systematization results, aiming to replicate and enhance the impact of "Pequeños Científicos" in future implementations. This transposition includes strategies such as integrating technological resources (simulators and virtual laboratories), contextualizing learning through real and local problems, and personalizing activities to meet students’ individual needs. It is also recommended to involve families in the educational process to reinforce learning outside the classroom and ensure a comprehensive approach. These proposals guarantee that the methodology can be adapted to different contexts, promoting continuous and meaningful learning aligned with the curricular objectives established by the MEN.