Gamification and Thinking Routines to Transform the Teaching of Natural Sciences in Fifth Grade.

This study examines the impact of a didactic strategy that combines gamification and thinking routines to enhance critical thinking and scientific inquiry in elementary school students, within the context of Natural Sciences. Through a quantitative-descriptive approach and diagnostic instruments, low levels of these competencies were identified, prompting the design of an innovative instructional proposal grounded in playful contexts and cognitive scaffolding. Expert validation through qualitative and quantitative assessment confirmed high levels of relevance, coherence, and pedagogical impact. Findings indicate that student-centered strategies, such as those proposed, not only increase engagement and participation but also foster a deeper understanding of scientific phenomena. The study concludes that teacher training in active methodologies must be strengthened, and didactic resources adapted to real classroom settings should be developed. This research offers empirical evidence to support the transformation of science education from a critical, creative, and meaningful perspective.