Español
Article Sidebar
Main Article Content
Abstract
The primary objective of this study was to assess and strengthen the formation of scientific research skills in 8th-grade students during the teaching-learning process of Natural Sciences in Basic General Education. To achieve this goal, a mixed methodology was employed, combining quantitative and qualitative techniques, including surveys, interviews, and classroom observations. The results revealed that, while there is significant interest from students towards science, a gap was identified in the methodology and didactic tools used to impart investigative skills. Based on these findings, a didactic strategy was developed that integrates hands-on experimentation, digital tools, and collaborative approaches to enhance research-based learning. The conclusions indicate that the implementation of the proposed didactic strategy has the potential to significantly improve the formation of investigative skills in students. Partial validation of this strategy showed promising results, although it is suggested to conduct additional tests in different educational contexts to confirm its effectiveness on a larger scale.
Keywords: Skills, teaching, sciences, strategy, education.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Con la finalidad de contar con un tipo de licencia más abierta en el espectro que ofrece Creative Commons, a partir de diciembre de 2022 desde el número 27, AXIOMA asume la Licencia Creative Commons 4.0 de Reconocimiento-NoComercial-CompartirIgual 4.0(CC BY-NC-SA 4.0). Tanto el sitio web como los artículos en sus diferentes formatos, reflejan esta información.
Hasta el mes de noviembre de 2022 con el número 26, la revista AXIOMA asumió una Licencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0). Los artículos contenidos en cada número hasta el 26, cuentan con esta licencia y su descripción se conserva en el portal de nuestra revista.
Atribución-NoComercial-SinDerivadas
CC BY-NC-ND
AXIOMA- Revista Científica de Investigación, Docencia y Proyección Social
References
Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29.
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
Bybee, R. (2018). Achieving Scientific Literacy: From Purposes to Practices. Heinemann.
Dede, C. (2017). Reimagining the role of technology in education. Office of Educational Technology, U.S. Department of Education.
Duschl, R. A., & Bybee, R. W. (2017). Planning and carrying out investigations: An entry to learning and to teacher professional development around NGSS science and engineering practices. International Journal of STEM Education, 4(1), 1-9.
Dweck, C. S. (2016). Mindset: The new psychology of success. Random House.
Ford, M. (2018). Educational implications of choosing “practice” to describe science in the Next Generation Science Standards. Science Education, 102(4), 639-664.
Fullan, M. (2013). Great to excellent: Launching the next stage of Ontario's education agenda. Ontario Ministry of Education.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.