Visiones sobre la naturaleza de la indagación científica en estudiantes de instituciones públicas de Cundinamarca-Colombia
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n3p346Palavras-chave:
Alfabetización científica, Educación primaria y secundaria, Enseñanza de las Ciencias, Principios científicosResumo
La comprensión de la naturaleza de la indagación científica es un componente esencial de la alfabetización científica; sin embargo, los estudiantes de todo el mundo mantienen visiones predominantemente ingenuas sobre cómo funciona la ciencia como empresa epistémica. Este estudio examina dichas comprensiones en 100 estudiantes de cuarto grado de primaria y 100 de undécimo grado de secundaria de instituciones públicas de Cundinamarca-Colombia, como parte de un proyecto internacional con cuestionarios de respuesta abierta validados. Las respuestas se codificaron como ingenuas, mixtas o informadas; se aplicaron pruebas chi-cuadrado para comparar ambos niveles en cinco aspectos compartidos. En cuarto grado las visiones ingenuas oscilan entre el 53% y 73%. En undécimo grado se observaron proporciones significativamente mayores de respuestas informadas en los cinco aspectos compartidos. No obstante, dos aspectos continuaron mostrando dificultades relevantes: la multiplicidad de métodos científicos, con un 37% de respuestas ingenuas y un 13% de respuestas informadas, y la relación entre la pregunta de investigación y los procedimientos, con un 57% de respuestas ingenuas y un 29% de respuestas informadas. Los resultados subrayan la necesidad de incorporar la naturaleza de la indagación científica como contenido explícito en los marcos curriculares colombianos y fortalecer su tratamiento en la formación científica.Referências
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Copyright (c) 2026 Katherine Acosta García, Juan Paulo Jiménez Pavez, Sandra Ramírez Hernández, Sara Estefanía Maldonado-Araya
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