Aprendizagem de projetos com base cultural: melhorando a alfabetização científica de alunos do ensino fundamental por meio da contextualização Toba Batak

Dyan Wulan Sari HS; Togi Tampubolon; Wawan Bunawan

doi:10.22633/rpge.v29iesp4.20773

Autores/as

Dyan Wulan Sari HS University Negeri Medan https://orcid.org/0000-0001-6766-7641
Togi Tampubolon University Negeri Medan https://orcid.org/0000-0002-8265-7393
Wawan Bunawan University Negeri Medan https://orcid.org/0000-0002-9675-1217

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20773

Palabras clave:

Aprendizaje basado en la cultura, Aprendizaje basado en proyectos, Alfabetización científica, Cultura Toba Batak, Educación primaria en línea

Resumen

Este estudio examinó la eficacia del Aprendizaje Basado en Proyectos Culturales (CBPL) para mejorar la alfabetización científica de estudiantes de primaria mediante la integración de prácticas culturales Toba Batak en la instrucción basada en proyectos. Fundamentado en la educación constructivista y culturalmente receptiva, el CBPL vinculó conceptos científicos con tradiciones locales como el tejido, los rituales relacionados con el ecosistema lacustre y el uso de materiales naturales. Se empleó un diseño cuasiexperimental de métodos mixtos que involucró a 56 estudiantes de quinto grado, divididos en grupos experimental y de control. La alfabetización científica se evaluó mediante una prueba validada que abarcaba indicadores conceptuales, procedimentales y contextuales. Los resultados mostraron puntuaciones significativamente más altas para el grupo experimental en comparación con el grupo de control. Los datos cualitativos provenientes de observaciones y entrevistas revelaron mayor participación, colaboración y valoración cultural entre los estudiantes que aprendieron mediante CBPL. Los hallazgos indican que integrar contextos culturales locales mejora la comprensión científica al tiempo que fortalece los vínculos entre el conocimiento tradicional y el razonamiento científico. El CBPL ofrece un modelo prometedor para una educación científica contextualizada en entornos culturalmente diversos.

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Biografía del autor/a

Dyan Wulan Sari HS, University Negeri Medan

University Negeri Medan, Indonesia.

Togi Tampubolon, University Negeri Medan

University Negeri Medan, Indonesia.

Wawan Bunawan, University Negeri Medan

University Negeri Medan, Indonesia.

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