Methodology for Teaching Natural Sciences Used by Costa Rican Teachers at the Vesta, Jabuy and Gavilan Schools in the Cabécar Indigenous Community

Abstract

This article analyzes strategies for teaching the Natural Sciences used at three schools in the Cabécar Indigenous community. The research methodology is based on a qualitative paradigm. The sample group was obtained through a non-statistical method and selected from the Vesta, Gavilán and Jabuy schools since these schools could by easily accessed given the good weather conditions in the area.  Data was collected from observing teaching strategies in the classroom and student interviews. After recording the results, we compared the information to determine the most predominant strategies. The main findings included strategies used for enforcing good conduct geared towards traditional expository teaching. But, overall, students now expect strategies that require more educational resources, such as games and exploratory field trips outside of the classroom. To conclude, although teaching strategies are characterized by the active role of the teacher as the protagonist with students as passive recipients, students tend to demand more active science classes, for example, where the blackboard is not the only teaching aid.