Learning barriers in natural sciences: inclusive approaches through scientific competences

Abstract

Inclusive education policies face didactic challenges for teachers and learning barriers for students with disabilities, all of which hinder their learning. Therefore, curriculum flexibility and new teaching and learning methods based on scientific competencies are necessary. The study presented here was conducted at the Alfonso Builes Correa Educational Institution, located in the municipality of Planeta Rica in Córdoba, Colombia. Sixth-grade classrooms presented a set of learning barriers related to students' cognitive or motor disabilities, which impeded proper content acquisition and hindered their learning pace. Its objective was to provide teachers with methodological and didactic resources to generate inclusive education based on the development of scientific competencies and, consequently, reduce the low academic performance of these students, which is significant in the area of ​​Natural Sciences, from 2022 to 2024. The research is based on a qualitative-descriptive methodology that seeks to represent, understand, and influence the solution to the problem presented. Likewise, Action Research is used, an ideal approach to investigate, reflect, and transform methodological and didactic work. Improvement was evident in the learning outcomes of Natural Sciences and active participation among students with disabilities, and the activities carried out captured their interest, minimizing cases of distracted attention and hyperactivity. For their part, the teachers demonstrated a high degree of adaptability, creativity, and professionalism.