GAMIFICATION AS A PEDAGOGICAL STRATEGY TO STRENGTHEN THE LEARNING OF NATURAL SCIENCES IN COLOMBIAN PRIMARY BASIC EDUCATION.

Abstract

This essay critically and reflectively addresses the concept of gamification as a didactic strategy for teaching natural sciences in Colombian primary education. Based on a conceptual analysis and a review of various authors such as Kapp, Deterding, Werbach, and Nicholson, it argues that gamification is not merely about game dynamics, but rather a pedagogical approach that fosters intrinsic motivation, active participation, and the development of specific scientific skills that go beyond passive student behavior, understanding the student as the center of the teaching and learning process. It also contrasts gamified strategies relevant to the Colombian school context, such as science missions, challenging experiments, badge systems, and local narratives, which are closely aligned with teaching processes that prioritize inquiry, critical thinking, and meaningful learning—elements associated with the goals and objectives of education established by the Colombian Ministry of National Education. Likewise, critical dialogues are established with the literature, demonstrating the tensions associated with its implementation, such as the need for teacher training, deliberate planning, and technological adaptation. Finally, gamification is understood as a valuable and relevant educational resource for reinforcing scientific learning processes in the early years of primary education and promoting inclusive and dialogic educational practices that address the contemporary challenges of today's schools and the real-world context.