GAMIFICATION IN SCIENCE EDUCATION: A RESPONSIBLE COMPLEMENTARY STRATEGY

Abstract

This article aimed to critically analyze gamification as a didactic resource in Science teaching, focusing on practical experiences and the pedagogical limits associated with its implementation. Based on a bibliographic and documentary review, studies published between 2019 and 2023 were examined, addressing the use of games and ludic elements as engagement and knowledge mediation strategies in school contexts. The investigation showed that gamification, when aligned with clear pedagogical objectives and proper teacher mediation, contributes to student motivation, promotes collaborative environments, and encourages student protagonism. However, the results also revealed common limitations, such as the lack of specific teacher training, precarious technological infrastructure, and the absence of systematic curricular guidelines. The analysis indicated that gamification should not be understood as a replacement for traditional methods but as a complementary strategy that requires planning and contextual adaptation. The study concluded that there is pedagogical potential in the use of gamification, provided that adequate institutional and methodological conditions are ensured. Based on the identified gaps, it is suggested that empirical studies be deepened to investigate the effects of gamification on academic performance, especially in vulnerable student populations.