Diseño de una Estrategia Pedagógica que Integre el Enfoque Stem y el Aprendizaje Basado en Juegos para el Desarrollo de Pensamiento Crítico en Estudiantes de Grado 5

Abstract

This paper presents a research proposal framed within the design and validation of a pedagogical strategy that integrates game-based learning (GBL) and the STEM approach, aimed at improving critical thinking in fifth-grade students. The research diagnoses the students' initial critical thinking skills and, based on this, designs a proposal that addresses a local pollution issue in the area where the Antonio García IED educational institution in Bogotá is located. Through game-based activities, the strategy promotes the integration of STEM areas (Science, Technology, Engineering, and Mathematics) in fifth-grade students. As a result, the strategy was positively evaluated by experts according to the criteria of coherence, relevance, and feasibility, highlighting its contextualization, use of active methodologies, interdisciplinary integration, and adaptability to school conditions. At the student level, the data show an initial development of critical thinking, with better performance in basic skills such as information gathering, and lower levels in interpretation, analysis, and written expression. These results reflect the need to reinforce activities aimed at inferential, argumentative, and communicative skills, as well as to continue strengthening autonomy, collaborative work, and reflective thinking through active pedagogical approaches.