School Astronomy as a Scientific Literacy Strategy: Experience at the Amazonian Agroecological School of El Paujil (Caquetá, Colombia)
DOI:
https://doi.org/10.47847/Keywords:
Scientific literacy, Educational astronomy, Pedagogical innovation, Action- Research-Participation, Research seedbedsAbstract
This article presents an interdisciplinary and inter-institutional pedagogical experience aimed at strengthening scientific literacy in educational institutions in the department of Caquetá. The initiative emerged within the framework of the Astrobiology and Astronomy Seedbed of the Faculty of Education at the University of the Amazonia, where students from different fields design and implement didactic strategies to promote interest in research and the development of positive attitudes toward science. The proposal was based on a critical-social approach and was developed as a Pedagogical Action-Research-Participation process. The pilot project was implemented at the Amazonian Agroecological Educational Institution, in the municipality of El Paujil, with a focal group of 25 students from eighth and tenth grades during Natural Sciences classes. Based on an initial diagnosis of prior knowledge and the application of pre- and post-surveys, a significant increase was evidenced in the understanding of basic astronomy concepts and their relationship with Natural Sciences content, as well as an improvement in attitudes toward natural sciences. In addition, the use of the telescope was consolidated as a fundamental resource to enhance experiential learning and stimulate scientific curiosity. The results show that this type of initiative strengthens student motivation, promotes the formative use of free time, and generates teacher reflections on pedagogical innovation. Finally, the analysis using a SWOT matrix made it possible to identify internal and external factors that guide the sustainability and future projection of the seedbed.
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