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A quasi-experimental pretest-posttest study is presented with the aim of verifying the usefulness of audiovisual resources as a didactic strategy for the development of Natural Sciences content, specifically the topic related to the circulatory system. The study was conducted with 7th and 8th grade students divided into three groups (control, exposure, and guided) under conditions of exposure to audiovisual experiences, with the guided group also receiving teacher support. The pretest showed no statistically significant differences among the three groups; however, after the audiovisual intervention, both the exposure and guided groups demonstrated a significant improvement in their performance, with the improvement being more pronounced in the guided group (which benefited from teacher accompaniment). Statistical analysis (Chi-square test and Wilcoxon test) confirmed that the differences in performance were due to the implementation of the audiovisual resource and the guided methodology, while the control group did not show significant changes in their learning outcomes. The findings suggest that audiovisual resources, when integrated with appropriate pedagogical strategies, enhance learning in natural sciences, especially in the management of basic concepts necessary for the development of more complex competencies in this field of knowledge. The inclusion of these resources reflects the need to adapt the curriculum to the technological preferences of young people, promoting visual literacy that strengthens the reading, interpretation, and analysis of audiovisual content. In conclusion, audiovisual resources are an effective tool to complement teaching and should be implemented with appropriate pedagogical planning.
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