Impacto de las metodologías activas en el aprendizaje de estudiantes de educación básica: una revisión sistemática de la literatura
DOI:
https://doi.org/10.63415/saga.v3i3.461Palabras clave:
aprendizaje activo, educación básica, método de enseñanza, aprendizaje basado en problemas, aprendizaje cooperativo, rendimiento escolarResumen
Introducción: Las metodologías activas han adquirido creciente relevancia en educación básica debido a su capacidad para promover participación, autonomía, colaboración y construcción significativa del conocimiento frente a prácticas predominantemente transmisivas. Objetivos: Analizar sistemáticamente la evidencia científica reciente acerca del impacto de las metodologías activas en el aprendizaje de estudiantes de educación básica e identificar sus principales efectos académicos, cognitivos, motivacionales, sociales y competenciales. Métodos: Se desarrolló una revisión sistemática orientada por PRISMA 2020, considerando publicaciones científicas comprendidas entre 2020 y 2025, recuperadas mediante bases académicas y fuentes complementarias. Tras aplicar criterios de elegibilidad, fueron seleccionados 43 artículos correspondientes a investigaciones empíricas, estudios de aplicación, revisiones sistemáticas y metaanálisis relacionados con aprendizaje basado en proyectos, problemas, juegos, gamificación, aula invertida, indagación, cooperación y propuestas STEAM-Maker. Resultados: La evidencia mostró efectos predominantemente favorables sobre rendimiento académico, motivación, participación, creatividad, autonomía, colaboración, autoeficacia y desarrollo de competencias, aunque fueron identificadas variaciones vinculadas con duración, diseño pedagógico, área curricular, población y mediación docente. Conclusiones: Las metodologías activas constituyen alternativas pertinentes para enriquecer el aprendizaje en educación básica cuando responden a objetivos curriculares definidos, actividades cognitivamente exigentes, acompañamiento pedagógico y evaluación coherente, mientras futuras investigaciones requieren profundizar en permanencia, transferibilidad y condiciones diferenciales de eficacia.
Descargas
Referencias
Alotaibi, M. S. (2024). Game-based learning in early childhood education: A systematic review and meta-analysis. Frontiers in Psychology, 15, 1307881. https://doi.org/10.3389/fpsyg.2024.1307881
Argelagós, E., López-Melendo, M., & Privado, J. (2024). Enriched videos and the flipped classroom: Learning and satisfaction multipliers during an escape room in Primary Education. Bordón. Revista de Pedagogía. https://doi.org/10.13042/Bordon.2024.100692
Behnamnia, N., Kamsin, A., & Hayati, S. (2024). Impact of digital game-based learning on STEM education in primary schools: A meta-analysis of learning approaches. Innoeduca. International Journal of Technology and Educational Innovation, 10(2), 113–140. https://doi.org/10.24310/ijtei.102.2024.19694
Brod, G. (2021). How can we make active learning work in K–12 education? Considering prerequisites for a successful construction of understanding. Psychological Science in the Public Interest, 22(1), 1–7. https://doi.org/10.1177/1529100621997376
Cons-Ferreiro, M., Mecías-Calvo, M., Romo-Pérez, V., & Navarro-Patón, R. (2022). The effects of an intervention based on the flipped classroom on the learning of basic life support in schoolchildren aged 10–13 years: A quasi-experimental study. Children, 9(9), 1373. https://doi.org/10.3390/children9091373
Dah, N. M., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review, 43, 100601. https://doi.org/10.1016/j.edurev.2024.100601
Debrenti, E. (2024). Game-based learning experiences in primary mathematics education. Frontiers in Education, 9, 1331312. https://doi.org/10.3389/feduc.2024.1331312
Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game-based learning in a Shanghai primary-school mathematics class: A case study. Journal of Computer Assisted Learning, 36, 709–717. https://doi.org/10.1111/jcal.12438
Eckert, M., Scherenberg, V., & Klinke, C. (2023). How a token-based game may elicit the reward prediction error and increase engagement of students in elementary school: A pilot study. Frontiers in Psychology, 14, 1077406. https://doi.org/10.3389/fpsyg.2023.1077406
Ernawati. (2022). Learning model problem-based learning in increasing learning concentration of elementary school students in integrated thematic lessons reviewing from learning outcomes. Sekolah Dasar: Kajian Teori dan Praktik Pendidikan, 31(2), 139–150. https://doi.org/10.17977/um009v31i22022p139-150
Ferrero, M., Vadillo, M. A., & León, S. P. (2021). Is project-based learning effective among kindergarten and elementary students? A systematic review. PLOS ONE, 16(4), e0249627. https://doi.org/10.1371/journal.pone.0249627
González López, A. M., Pascual Sevillano, M. Á., & Sorzio, P. (2025). Use of active methodologies in basic education: An umbrella review. Education Sciences, 15(11), 1536. https://doi.org/10.3390/educsci15111536
Huang, L., & Pei, X. (2024). Exploring the impact of web-based inquiry on elementary school students’ science identity development in a STEM learning unit. Humanities and Social Sciences Communications, 11, 885. https://doi.org/10.1057/s41599-024-03299-5
Jakavonytė-Staškuvienė, D. (2021). The benefits of cooperative learning of language in different subject lessons as seen by primary school pupils: The case of one Lithuanian city school. Education Research International, 2021, 6441222. https://doi.org/10.1155/2021/6441222
Jegstad, K. M. (2023). Inquiry-based chemistry education: A systematic review. Studies in Science Education. https://doi.org/10.1080/03057267.2023.2248436
Jia, Y., Zhou, B., & Zheng, X. (2021). A curriculum integrating STEAM and maker education promotes pupils’ learning motivation, self-efficacy, and interdisciplinary knowledge acquisition. Frontiers in Psychology, 12, 725525. https://doi.org/10.3389/fpsyg.2021.725525
Krajcik, J., Schneider, B., Miller, E. A., Chen, I.-C., Bradford, L., Baker, Q., Bartz, K., Miller, C., Li, T., Codere, S., & Peek-Brown, D. (2023). Assessing the effect of project-based learning on science learning in elementary schools. American Educational Research Journal, 60(1), 70–102. https://doi.org/10.3102/00028312221129247
Leskinen, J., Kajamaa, A., & Kumpulainen, K. (2023). Learning to innovate: Students and teachers constructing collective innovation practices in a primary school’s makerspace. Frontiers in Education, 7, 936724. https://doi.org/10.3389/feduc.2022.936724
Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14, 1253549. https://doi.org/10.3389/fpsyg.2023.1253549
Lin, Y.-S., Lim, J. N., & Wu, Y.-S. (2022). Developing and applying a Chinese character learning game app to enhance primary school students’ abilities in identifying and using characters. Education Sciences, 12(3), 189. https://doi.org/10.3390/educsci12030189
Loizou, M. (2022). Digital tools and the flipped classroom approach in primary education. Frontiers in Education, 7, 793450. https://doi.org/10.3389/feduc.2022.793450
Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2287
Martínez-Hita, M., Gómez-Carrasco, C. J., & Miralles-Martínez, P. (2021). The effects of a gamified project based on historical thinking on the academic performance of primary school children. Humanities and Social Sciences Communications, 8, 122. https://doi.org/10.1057/s41599-021-00796-9
Naseri Moghadam, S., & Razavi, M. R. (2022). The effect of the flipped learning method on academic performance and creativity of primary school students. European Review of Applied Psychology, 72(5), 100811. https://doi.org/10.1016/j.erap.2022.100811
Navarro Mateos, C., Pérez López, I. J., & Femia Marzo, P. (2021). La gamificación en el ámbito educativo español: Revisión sistemática. Retos, 42, 507–516. https://doi.org/10.47197/retos.v42i0.87384
Nicolás-Castellano, C., Limiñana, R., Menargues, A., Rosa-Cintas, S., & Martínez-Torregrosa, J. (2023). Sustainable change in primary science education: From transmissive to guided inquiry-based teaching. Sustainability, 15(15), 11710. https://doi.org/10.3390/su151511710
Qadri, M., Krismanto, W., & Zainal, Z. (2023). Video support in problem-based learning to facilitate elementary students’ numeracy abilities improvement. Journal of Education Action Research, 7(4), 611–619. https://doi.org/10.23887/jear.v7i4.65589
Quintas-Hijós, A., Peñarrubia-Lozano, C., & Bustamante, J. C. (2020). Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment. PLOS ONE, 15(4), e0231269. https://doi.org/10.1371/journal.pone.0231269
Ricoy, M.-C., & Sánchez-Martínez, C. (2022). Raising ecological awareness and digital literacy in primary school children through gamification. International Journal of Environmental Research and Public Health, 19(3), 1149. https://doi.org/10.3390/ijerph19031149
Ridwanulloh, A., Suyahmo, S., & Budi Utomo, C. (2022). The effects of a problem-based learning model aided by mind mapping on self-directed learning in elementary school students. Journal of Primary Education, 11(1), 1–13. https://doi.org/10.15294/jpe.v11i1.53645
Rudin, R. B., Raharjo, T. J., & Budi Utomo, K. (2021). The effect of project-based learning making dioramas from inorganic wastes on elementary school to enhance student’s conceptual understanding and creativity. Journal of Primary Education, 10(3), 297–307. https://doi.org/10.15294/jpe.v10i3.49927
Ruiz-Bañuls, M., Gómez-Trigueros, I. M., Rovira-Collado, J., & Rico-Gómez, M. L. (2021). Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom. Heliyon, 7(6), e07374. https://doi.org/10.1016/j.heliyon.2021.e07374
Sáez-López, J.-M., Grimaldo-Santamaría, R.-Ó., Quicios-García, M.-P., & Vázquez-Cano, E. (2024). Teaching the use of gamification in elementary school: A case in Spanish formal education. Technology, Knowledge and Learning, 29, 557–581. https://doi.org/10.1007/s10758-023-09656-8
Simare-Mare, S. M. S., Silaban, P. J., Lumban Gaol, R., Ambarwati, N. F., & Abi, A. R. (2023). The effect of problem-based learning model on the fourth-grade elementary students’ learning outcomes. Jurnal PAJAR (Pendidikan dan Pengajaran), 7(6). https://doi.org/10.33578/pjr.v7i6.9622
Silva, E. P. C., Franco, L. G., & Mendonça, P. C. C. (2024). Inquiry-based science teaching and socioscientific issues in the classroom: Connections based on the analysis of epistemic practices. Revista Brasileira de Pesquisa em Educação em Ciências. https://doi.org/10.28976/1984-2686rbpec2024u125153
Slim, T., van Schaik, J. E., Dobber, M., Hotze, A. C. G., & Raijmakers, M. E. J. (2022). Struggling or succeeding in science and technology education: Elementary school students’ individual differences during inquiry- and design-based learning. Frontiers in Education, 7, 842537. https://doi.org/10.3389/feduc.2022.842537
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Takbiri, Y., Bastanfard, A., & Amini, A. (2023). A gamified approach for improving the learning performance of K-6 students using Easter eggs. Multimedia Tools and Applications, 82(13), 20683–20701. https://doi.org/10.1007/s11042-023-14356-7
Utami, U. (2024). A systematic literature review of flipped classroom: Is it effective on student learning in elementary school? Pegem Journal of Education and Instruction, 14(1), 244–251. https://doi.org/10.47750/pegegog.14.01.27
Yánez-Pérez, I., Toma, R. B., & Meneses-Villagrá, J. Á. (2025). Design and usability evaluation of a mobile app for elementary school inquiry-based science learning. School Science and Mathematics. https://doi.org/10.1111/ssm.18303
Zeng, J., Sun, D., Looi, C.-K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13471
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
Zhang, F., Brynildsrud, H., Papavlasopoulou, S., Sharma, K., & Giannakos, M. (2025). Where inquiry-based science learning meets gamification: A design case of Experiverse. Behaviour & Information Technology, 44(5), 1099–1121. https://doi.org/10.1080/0144929X.2024.2433058
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Diana Margarita Mora Aguirre, Rosario Gladys Sanginez Laines, Nicole Elizabeth Yaguana Alvarez, Carlos Antonio Crespo Pineda (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Av. Carlos Plaza Dañin y Av. Miguel H. Alcivar, Guayaquil, Ecuador
editor@revistasaga.org
+593962679148
