Etnociência integrada na aprendizagem baseada em projetos (ETHNO-PJBL): um caminho para aprimorar as habilidades de alfabetização em ciências

Nova Florentina Ambarwati; Retno Dwi Suyanti; Gulmah Sugiharti

doi:10.22633/rpge.v29iesp4.20756

Autores/as

Nova Florentina Ambarwati Negeri Medan University https://orcid.org/0009-0008-3816-674X
Retno Dwi Suyanti Negeri Medan University https://orcid.org/0000-0002-3355-5550
Gulmah Sugiharti Negeri Medan University https://orcid.org/0000-0002-6683-1777

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20756

Palabras clave:

Etnociencia, Aprendizaje Basado en Proyectos, Alfabetización científica, Pedagogía culturalmente responsiva, Educación primaria

Resumen

La alfabetización científica es una prioridad global; sin embargo, muchos estudiantes en contextos en desarrollo tienen dificultades para vincular los conceptos científicos con la vida cotidiana. Una innovación propuesta es la integración de la etnociencia —el conocimiento cultural local— en el Aprendizaje Basado en Proyectos (ABP), conformando el modelo Etno-ABP. Este estudio analiza la eficacia de dicho modelo para mejorar la alfabetización científica entre estudiantes de la educación básica secundaria en la Regencia de Langkat, Indonesia, mediante un diseño cuasiexperimental. Un grupo experimental recibió instrucción con el modelo Etno-ABP, mientras que un grupo de control utilizó métodos convencionales. Los datos se recopilaron a través de pruebas previas y posteriores, observaciones en el aula y evaluaciones de proyectos. Los resultados evidenciaron avances significativos en la alfabetización científica del grupo Etno-ABP, especialmente en el razonamiento, la aplicación práctica y la comunicación de ideas científicas. Los datos cualitativos señalaron un mayor compromiso, orgullo cultural y colaboración. El estudio concluye que el modelo Etno-ABP potencia los resultados cognitivos y promueve un aprendizaje significativo al vincular la enseñanza de las ciencias con las experiencias culturales de los estudiantes, respaldando el uso ampliado de enfoques culturalmente responsivos en la educación científica.

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Biografía del autor/a

Nova Florentina Ambarwati, Negeri Medan University

Negeri Medan University, Indonesia.

Retno Dwi Suyanti, Negeri Medan University

Negeri Medan University, Indonesia.

Gulmah Sugiharti, Negeri Medan University

Negeri Medan University, Indonesia.

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