This article evaluated the impact of innovative pedagogical strategies on the development of scientific skills in primary school students from rural educational institutions in Montería. A qualitative methodology of bibliographic review was employed, structured in three phases: problem definition, information search, and organization and analysis of information. The results revealed a significant improvement in students' ability to formulate scientific questions, design simple experiments, and analyze basic data. An increase in interest and motivation towards science was observed, as well as a reduction in gender gaps in scientific performance. The implementation of these strategies also fostered the development of transversal skills such as critical thinking, problem-solving, and collaboration. Teacher training and continuous support emerged as key factors for the effective implementation of these strategies. However, challenges related to limited technological infrastructure in rural schools and difficulties for some teachers in adapting their pedagogical practices were identified. Despite these obstacles, the overall impact was positive. It was concluded that innovative pedagogical strategies, adapted to rural contexts, are fundamental to promote the integral development of primary students in scientific areas. The study highlights the need for educational policies that prioritize teacher training, improvement of infrastructure in rural schools, and continuity in research and refinement of these strategies to maximize their long-term impact.