El aprendizaje experiencial para el desarrollo del pensamiento crítico en la asignatura de Ciencias Naturales con estudiantes de séptimo grado de Educación General Básica, de la Unidad Educativa “Mariscal Sucre”, cantón Píllaro

Abstract

This research was conducted with the objective of analyzing the influence of experiential learning on the development of critical thinking in the subject of Natural Sciences with seventhgrade students of Basic General Education at "Mariscal Sucre" Educational Unit, located in the Píllaro canton. This topic is relevant since students have recently shown difficulties in reflecting, arguing, and making informed decisions within scientific contexts. The methodology followed a mixed approach with a non-experimental, cross-sectional design, using both fieldwork and bibliographic methods. The study involved direct visits to the institution and the use of books, indexed journals, university repositories, and other reliable sources. The research is descriptive in scope, as it aims to detail and characterize the topic under study. Techniques and instruments included semi-structured interviews with teachers and an evaluative test with a rubric for students. The sample consisted of two seventh-grade teachers and 28 students from the institution. The results descriptively show that the implementation of experiential strategies based on Kolb's learning cycle such as project-based learning, field trips, and debates favors the development of critical thinking skills, including analysis, decisión making, and strong argumentation. Specifically, 57.1% of the students reached a médium high level of critical thinking. It is concluded that experiential learning fosters a more dynamic, participatory, and reflective educational process, resulting in greater student engagement, motivation, and analytical capacity.