Las HABILIDADES DEL PENSAMIENTO CIENTÍFICO Y METODOLOGÍA INDAGATORIA CON MIRADA DE TRAYECTORIA

Abstract

Children naturally demonstrate great interest in discovering and exploring the environment around them; therefore, the development of scientific skills is innately built from active discovery and interaction with the environment. In this sense, from the initial stage of education, it is necessary to promote learning that focuses not only on content but also places special emphasis on processes, skills, and respectful scientific attitudes that accompany discovery and the development of inquiry skills such as observing, hypothesizing, questioning, inferring results, seeking sources of information, establishing relationships between variables, and reflecting on them; communicating results, and teamwork among other skills (Meneses and Caballero, 2017).

The inquiry-based methodology began to develop in the early 20th century, in the quest to promote science education through research to foster scientific competencies in students. Over the years, its application has evolved and adapted to different contexts and educational needs, becoming an effective proposal to achieve meaningful and constructive learning in the sciences (Uzcátegui and Betancourt, 2013).