Recreational science experiences were used as a teaching tool in the learning process of two basic concepts at primary school level: pressure and density. These kinds of resources are widely spread as hook methodologies in non-formal educative areas, but this work puts them into the formal school space. A comparative study in four primary students groups was carried out, involving up to 82 students of 10-11 years old. Control groups were submitted to the traditional oral-based classroom whereas the experimental groups underwent a novel teaching methodology totally based on recreational science experiences. The results showed that although the immediate knowledge acquisition is similar in both cases, the use of recreational science inside classroom enhances the remembrance of the learning experience and probably links positive emotions to science education.

PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto 120201Experiencias, recursos y otros trabajosImplicaciones cognitivas y emocionales de la implementación de un videojuego para el aprendizaje de contenidos de ciencias en PrimariaCognitive and emotional implications of the implementation of a video game for the learning of science content in primary school

Numerosos estudios resaltan la relevancia de analizar tanto factores afectivos como cognitivos en el aprendizaje de contenidos STEM especialmente en educación secundaria, donde emergen hacia estas áreas emociones y actitudes negativas, así como bajos niveles competenciales. Esta investigación sigue un diseño cuasiexperimental con pre-test y post-test comparando la influencia en variables cognitivas y afectivas de una práctica STEM frente a una metodología académico-expositiva en secundaria. Los resultados muestran diferencias estadísticamente significativas entre grupos, concluyéndose que es imprescindible seleccionar metodologías activas y prácticas que integren el conocimiento científico-tecnológico fomentando el desarrollo de emociones positivas y de la capacidad de aprender.

The main objective of this work has been to assess the potential cognitive and emotional benefits of several practical experiences integrating STEM areas. A sample of 13 students in the 6th grade of primary school was accessed. Several questionnaires were designed, depending on the contents to be dealt with, and were applied at different times in order to ascertain the evolution of the variables under study. The data from the post-tests applied after the workshops confirm that the practical and integrated sessions carried out with the students improve the level of knowledge, even finding statistically significant differences (Sig.< 0.05) with respect to the initial values. The emotional results show that following an active and integrated methodology has benefited the promotion of positive emotions in the participants.

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