La metodología de indagación para el desarrollo de las habilidades del pensamiento científico en el contexto escolar.

Abstract

Research work presented as a requirement to qualify for the Master's degree in education from the Universidad Santo Tomás. This final research report shows the process carried out on the project entitled the methodology of inquiry for the development of scientific thinking skills in the school context, whose objective was to promote the development of these skills through the implementation of a didactic sequence based on the inquiry methodology called "inquiring about my environment: hands to work, minds in action" for the understanding of natural science concepts in the context of an educational institution located in the municipality of La Jagua de Ibirico (Cesar). It is made up of five chapters: the first chapter provides an approach to the research problem posed in terms of contextualization, problem and question, objectives, background and justification, which is identified after observing problems in the context of the educational institution as to the teaching practices of the natural sciences. Chapter two allows establishing the main theoretical references, describing the most important categories for the development of research and that are susceptible to analysis, in relation to the didactics of natural sciences, the model of inquiry in the teaching of sciences and the scientific thinking skills in the school context. The third chapter allows an approach to the methodological design (type and approach, methodological input, methodological route, population and sample, and data collection instruments) and design of the pedagogical intervention proposal (didactic sequence). Chapter four shows the systematization and analysis of the results of the research, its achievements, findings and emerging elements, supported by descriptive, axial and selective coding matrices. Finally, chapter five presents the conclusions and recommendations resulting from the investigation. The research is oriented under the qualitative paradigm, from the socio-critical approach, with a methodological input based on Research-Action (IA) that determines the way in which the work will be carried out and guides the design of a didactic sequence (SD ) based on inquiry as a way of intervening in the school context and that allows the development of scientific thinking skills in students, through pedagogical mediation in a virtual synchronous environment in the context of the health emergency caused by the coronavirus pandemic ( COVID-19).