Producción de podcast educativos como estrategia didáctica interdisciplinar entre las áreas de ciencias naturales y lengua castellana, para el fortalecimiento de las competencias comunicativas de los estudiantes de grado séptimo de dos instituciones educativas públicas

Abstract

This research aims to strengthen the communicative skills of seventh-grade students through the implementation of educational podcasts as an interdisciplinary teaching strategy. The problem is evident in the processes of reading, writing, speaking, and listening, and the predominance of traditional, decontextualized pedagogical practices. The objective is to strengthen communicative skills through the design and implementation of an interdisciplinary teaching strategy that integrates the areas of Natural Sciences and Spanish Language Arts by producing educational podcasts. Methodologically, it presents a qualitative approach, under the interpretive paradigm and the educational action research method, supported by the postulates of Latorre (2005) for improving teaching practice, and Cassany, Luna, and Sanz (2014) for grounding linguistic competencies (speaking, listening, reading, and writing) in social contexts. The study population consisted of seventh-grade students from the Haydeé Camacho Saavedra (Togüí, Boyacá) and Nuestra Señora de Fátima (Buga, Valle) educational institutions. The results highlight the students' high motivation and willingness to use podcasts as a learning strategy, as well as improvements in oral expression and participation. However, difficulties persisted in reading comprehension, writing, and argumentation, demonstrating the need for more sustained pedagogical processes. The potential of interdisciplinarity to connect different areas of knowledge and build meaningful learning experiences was also identified. In conclusion, the use of educational podcasts is a relevant alternative for revitalizing classroom practices, strengthening communication skills, and promoting critical thinking among students.