Un ABA que promueve la formación de cultura científica en la primera infancia

Abstract

The objective of this research is to establish the characteristics and contributions of a bilingual learning environment (ABA) that promotes the formation of scientific culture in early childhood in a private institution, for which the unit of analysis focuses on the perceptions and interactions of the main actors involved in learning such as teachers, students, and coordinators. The investigative approach was qualitative, descriptive in scope, applying observation instruments, semi-structured interviews, and analysis of documentary sources, within the ABA designed in ten sessions; from the initial categories: scientific training, bilingual learning environment, and early childhood. As a result of this, the strengthening of the investigative competencies of the students within the ABA is observed, in addition to its characteristics and particular study contributions, such as the intention with which the resources, materials, and spaces available for learning are used, which must be established from the planning. Another characteristic found as a differentiator of this ABA is the role that the educator assumes as a learning mediator and modeler and, finally, experimentation as a strategy to favor the formation of scientific culture, which contributes to the development of scientific skills from an early age in a bilingual environment. In addition, it is intended to contribute to the conceptualization of what ABA is for the development of specific skills other than the acquisition of a second language and that its contribution serves as a source of consultation for teachers and managers of educational institutions.