Transforming science education through experimental approaches that position students as active investigators
Imagine a primary school classroom where, instead of simply reading about plants in a textbook, students carefully observe how their own seeds grow under different conditions, formulate questions about why some thrive more than others, and dissect fruits to understand their internal structure. This active learning is at the heart of a quiet revolution in science education that is transforming how new generations relate to the natural world.
Students engage directly with scientific phenomena through observation and manipulation.
Learning is driven by student questions rather than predetermined answers.
The theoretical foundations supporting modern experimental practices in science teaching are based on reconceptualizing the student's role. As various authors point out, experimentation is configured as a transformative mechanism through which the student stops being a passive recipient to become a conscious subject of the relationships they establish with their environment 1 .
Well-designed educational experimentation incorporates several essential elements that promote the development of scientific thinking:
Training the eye to detect patterns and anomalies in natural phenomena.
Converting natural curiosity into structured, investigable questions.
Developing provisional explanations based on prior knowledge.
Designing procedures to verify or refute hypotheses.
To illustrate how an experimental didactic unit is implemented in the second cycle of primary education, we describe an investigative sequence on plant growth that develops over four sessions:
Students examine different types of seeds using magnifying glasses and record their observations in detailed drawings.
Observation SkillsStudents design an experiment to test the effect of different variables on plant growth.
Experimental DesignEach group prepares materials according to assigned variables and plants seeds.
Data CollectionStudents compare findings, identify patterns, and relate observations to scientific concepts.
Critical ThinkingIn real implementations of this didactic unit, quantitative and qualitative results reveal significant impacts on learning. The following table shows representative data of bean plant growth under different conditions after 15 days:
| Experimental Condition | Day 5 | Day 10 | Day 15 | Qualitative Observations |
|---|---|---|---|---|
| With natural light and water | 2.1 cm | 5.8 cm | 12.3 cm | Green leaves, firm stem |
| With water but without light | 1.8 cm | 3.2 cm | 4.1 cm | Pale and weak stem |
| With light but without water | 1.5 cm | 1.7 cm | 1.6 cm | Withered leaves, dry soil |
| Without light or water | 0.5 cm | 0.5 cm | 0.5 cm | Seed not fully germinated |
Implementing effective experimental didactic units requires basic but fundamental materials. The following table presents essential resources and their specific educational function:
| Material/Resource | Educational Function | Usage Examples |
|---|---|---|
| Magnifiers and basic microscopes | Development of detailed observation skills | Examining leaf structure, insects, salt crystals |
| Environmental thermometers | Understanding quantifiable environmental variables | Measuring temperatures in different classroom locations |
| Measurement materials (rulers, measuring tapes, graduated cylinders) | Learning standardized measurement procedures | Recording plant growth, liquid volumes |
| Different soils (sand, clay, fertile soil) | Experimentation with soil variables | Comparing growth in different substrates |
| Fast-growing seeds | Allowing complete observation cycles | Beans, lentils, birdseed for accessible experiments |
| Transparent and opaque containers | Study of factors like light and root development | Observing root growth in different conditions |
Essential for developing detailed observation skills
Critical for quantitative data collection
Necessary for hands-on experimentation
The systematic implementation of didactic units with an experimental focus shows profound impacts on the development of integrated scientific competencies. The following table summarizes the advances observed in second-cycle students:
| Scientific Competency | Before the Didactic Unit | After the Didactic Unit | Concrete Example |
|---|---|---|---|
| Formulation of research questions | Generic or factual questions | Specific and testable questions | From "How do plants grow?" to "Do plants grow faster with more light?" |
| Experimental design | Incomplete or poorly controlled procedures | Designs with identified and controlled variables | Identifying and controlling variables like water, light, and soil type |
| Systematic data recording | Sporadic and disorganized notes | Organized tables and records with appropriate units | Creating growth tables with daily measurements in centimeters |
| Analysis and interpretation | Superficial descriptions without identified patterns | Identification of patterns and cause-effect relationships | Directly relating reduced growth to lack of light |
| Communication of results | Vague or disconnected explanations | Structured explanations supported by data | Presenting conclusions using data tables as evidence |
Beyond specific science concepts, this approach develops what Pérez calls "the true engine of learning": curiosity 1 . When students experience the excitement of discovery and the satisfaction of answering their own questions through research, they develop a positive attitude toward learning that transcends the field of natural sciences.
Increase in student engagement
Improvement in conceptual understanding
Growth in scientific reasoning skills
The implementation of didactic units that strategically integrate experimentation in the teaching of natural sciences represents much more than an effective pedagogical technique; it constitutes the basis for creating an authentic scientific culture in 21st-century classrooms.
As contemporary educational research rightly points out, experimentation thus becomes the mechanism through which the student establishes conscious relationships with their environment, articulating the biological and the social in a comprehensive understanding of the world around them 1 . This is, in essence, the true purpose of science education in basic training: to cultivate curious, critical, and creative minds prepared for the challenges of the future.
Nurturing the next generation of researchers and innovators
Developing critical thinking skills for societal engagement
1 Research on science education methodologies and experimental approaches in basic education.