Ciencia en movimiento, un enfoque didáctico para comprender los gases y su comportamiento

Abstract

This project involved the design and implementation of an intercultural pedagogical approach that integrated the teaching of basic physics concepts with the everyday experiences and empirical knowledge of elementary school students. The initiative was based on the premise that scientific learning is more meaningful when linked to the students' sociocultural context, fostering knowledge construction through observation, exploration, and interaction with their environment. In this sense, concepts related to thermodynamics, such as particle, temperature, volume, and pressure, were addressed through playful and experimental strategies that incorporated local materials and activities relevant to children's lives. The experience demonstrated that play and experimentation are effective tools for sparking interest in science and strengthening the understanding of physical phenomena from an early age. It also highlighted the importance of contextualized education that values ​​students' prior knowledge and promotes dialogue between scientific knowledge and community knowledge. However, the development of the proposal faced challenges related to logistical, climatic, and institutional factors that partially limited its implementation. Despite these difficulties, the intervention demonstrated that flexible and intercultural pedagogical practices promote holistic education, strengthen student participation, and contribute to the construction of more relevant and lasting learning