The game as a pedagogical mediator in the dialogue of local-traditional knowledge in science education: The case of two culturally diverse schools in Colombia

Abstract

Cultural diversity-difference at school hints at the need to implement new strategies where different knowledge could dialogue. This article presents some of the research findings on the topic, corresponding to the development and customization of games by students and teachers in the field of science in secondary education in two Colombian schools, one rural and one urban. The study aimed to facilitate dialogues between local traditional knowledge and school scientific knowledge. Using the investigation-action-participation method, the goal was to use the game as a teaching tool. The study has revealed that students possess local traditional science knowledge, which they have acquired from their families through oral practices. Both educational communities have local traditions, including medicinal plants and traditional games. The results also identified mediation processes between games as cultural artifacts.

Keywords
Educational games; Science teaching; Secondary school; Popular knowledge; Scientific knowledge.