The educational model for learning about natural resources in Natural Sciences in third grade
Keywords:
Learning, instructional materials, natural sciences, case studyAbstract
The present study aimed to strengthen the learning of natural resources among third-grade Basic General Education students through the use of an educational model as a didactic resource. The study was conducted within a pragmatic paradigm, using a mixed-methods approach and a case study method. Twenty-five students participated during the 2025–2026 academic year. Quantitative data were collected through a pretest and posttest designed to identify students’ knowledge before and after the intervention. Qualitative information was obtained through direct observation and a semi-structured interview with the classroom teacher, aimed at exploring her perceptions of students’ participation, understanding, and interaction during the use of the educational model. The results showed favorable changes in students’ learning about natural resources following the intervention, accompanied by increased participation, interest, and engagement in the activities. From a qualitative perspective, the visual, hands-on, and interactive features of the educational model facilitated the identification and differentiation of natural resources, encouraged collaborative work, and helped students establish connections between the content studied and concrete situations. The integration of quantitative and qualitative findings supported a favorable assessment of this resource within the educational process. It is concluded that the educational model represents a relevant didactic alternative for strengthening the learning of natural resources by promoting a more active, participatory, and meaningful learning experience in Natural Sciences education.
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