El lombricario escolar como estrategia STEM para promover el pensamiento científico en estudiantes de grado sexto de la escuela normal superior de Pamplona

Abstract

This graduate project aims to foster scientific thinking among sixth-grade students at the Escuela Normal Superior de Pamplona through the implementation of a didactic strategy based on the STEM approach, integrating the school worm composting system as the central learning tool. The research arises from the need to strengthen students’ skills related to observation, analysis, experimentation, and problem-solving through innovative, meaningful, and contextualized pedagogical experiences. In this sense, the school worm composting system becomes an experimental learning environment that enables the development of activities related to organic waste management, environmental education, and the understanding of biological, mathematical, and ecological phenomena. The proposal seeks to contribute to pedagogical innovation processes within this educational context by promoting active strategies that encourage the development of scientific and technological competencies through the implementation of organic fertilizer production practices using vermiculture. These activities are aimed at strengthening scientific thinking by encouraging experimentation, data analysis, and the application of knowledge to real-life situations within the students’ environment. Methodologically, the research is developed from a qualitative approach supported by quantitative elements under the framework of pedagogical action research. The didactic strategy was structured into four phases: diagnosis of prior knowledge and cognitive obstacles; implementation of the worm composting system as an experimentation space; integration of an educational video game as a virtual learning environment; and metacognitive analysis of the obtained results.