NATURE AS AN INCLUSIVE RESOURCE

Abstract

The aim of this End of Degree Project is to analyse the effectiveness of experiential and multisensory learning as an inclusive tool in the teaching of Natural Science in the second year of Primary School. The proposal is framed in the context of nature deficit, a growing phenomenon in urban environments that affects children's development. The intervention was carried out in a non-bilingual public school and consists of a sequence of ten sessions focused on the study of plants. Active, sensorial and cooperative methodologies were applied, combined with a variety of assessment instruments, including a pre- and post-test, rubrics and a nature contact questionnaire. The results showed a significant improvement in the understanding of the contents and in the motivation of the students, especially in the more experimental sessions. In addition, a limited connection with the natural environment was detected in part of the students.