Práctica pedagógica integral para el desarrollo de las competencias científicas en ciencias naturales
Cargando...
Fecha
2026
Autores
Mejía Vargas, Sergio Iván
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente tesis doctoral tuvo como propósito construir, de manera
participativa y cooperativa, una propuesta pedagógica integral e innovadora
orientada al fortalecimiento de las competencias científicas en los actores del ciclo
de educación básica del área de Ciencias Naturales en la Sede Valle de Ruitoque
del Colegio Ecológico de Floridablanca. La investigación se desarrolla en un
contexto rural donde los procesos educativos requieren articular el conocimiento
científico con las dinámicas territoriales, culturales y ambientales que configuran la
vida comunitaria. En este sentido, el estudio busca responder a la necesidad de
replantear la enseñanza de las ciencias desde perspectivas que trasciendan la
transmisión de contenidos y promuevan la formación de sujetos críticos capaces
de comprender y transformar su realidad.
El estudio se enmarca en el paradigma sociocrítico, entendido como una
perspectiva investigativa que concibe a los sujetos educativos como agentes
capaces de interpretar, cuestionar y transformar las estructuras sociales en las que
participan. Desde esta mirada, la práctica pedagógica se analiza no solo en su
dimensión didáctica, sino también en su potencial emancipador para generar
conciencia crítica, participación colectiva y transformación social.
Metodológicamente, la investigación se desarrolló mediante el enfoque
cualitativo y el método de investigación-acción educativa, involucrando docentes,
estudiantes y actores de la comunidad educativa. Para la recolección de la
información se emplearon entrevistas semiestructuradas, grupos focales,
observación participante y registros audiovisuales de experiencias pedagógicas.
De manera complementaria, se realizó una revisión sistemática de literatura
siguiendo los lineamientos PRISMA, lo que permitió identificar tendencias
relevantes en investigaciones recientes sobre educación científica. Los resultados
evidenciaron que los materiales escolares suelen promover niveles bajos de
demanda cognitiva; que las metodologías activas apoyadas en recursos
tecnológicos favorecen procesos de indagación científica; y que las creencias
pedagógicas y la formación del profesorado inciden significativamente en la
construcción de ambientes de aprendizaje en ciencias. Estos hallazgos permitieron
reconocer la necesidad de desarrollar propuestas pedagógicas contextualizadas
que integren la educación científica con las realidades territoriales y con procesos
de formación docente orientados hacia la innovación pedagógica.
La fundamentación teórica integró los aportes de Vygotsky, Dewey, Husserl y
Pozo y Gómez-Crespo, articulando perspectivas socioculturales, experienciales y
fenomenológicas que permiten comprender el aprendizaje científico como un
proceso mediado socialmente, situado en la experiencia y vinculado con el mundo
de la vida. El análisis de los datos se realizó mediante los procedimientos de la
teoría fundamentada, desarrollando las fases de codificación abierta, axial y
selectiva con apoyo del software ATLAS.ti, lo que permitió identificar patrones
interpretativos y construir categorías emergentes.
This doctoral thesis aimed to construct, in a participatory and cooperative manner, a comprehensive and innovative pedagogical proposal aimed at strengthening scientific competencies among actors in the basic education cycle in the Natural Sciences area at Valle de Ruitoque Campus of the Colegio Ecológico de Floridablanca. The research was conducted in a rural context where educational processes require the articulation of scientific knowledge with the territorial, cultural, and environmental dynamics that shape community life. In this sense, the study seeks to respond to the need to rethink science teaching from perspectives that go beyond the transmission of content and promote the formation of critical subjects capable of understanding and transforming their reality. The study is framed within the socio-critical paradigm, understood as a research perspective that conceives educational actors as agents capable of interpreting, questioning, and transforming the social structures in which they participate. From this perspective, pedagogical practice is analyzed not only in its didactic dimension but also in its emancipatory potential to generate critical awareness, collective participation, and social transformation. Methodologically, the research was developed through a qualitative approach and the method of educational action research, involving teachers, students, and members of the educational community. Data collection techniques included semi-structured interviews, focus groups, participant observation, and audiovisual records of pedagogical experiences. In addition, a systematic literature review was conducted following PRISMA guidelines, which made it possible to identify relevant trends in recent research on science education. The results showed that school materials often promote low levels of cognitive demand; that active methodologies supported by technological resources foster scientific inquiry processes; and that teachers’ pedagogical beliefs and professional training significantly influence the construction of learning environments in science education. These findings highlighted the need to develop contextualized pedagogical proposals that integrate science education with territorial realities and with teacher education processes oriented toward pedagogical innovation. The theoretical framework integrated the contributions of Vygotsky, Dewey, Husserl, and Pozo and Gómez-Crespo, articulating sociocultural, experiential, and phenomenological perspectives that allow scientific learning to be understood as a socially mediated process, situated in experience and connected to the lifeworld. Data analysis followed the procedures of grounded theory, implementing the stages of open, axial, and selective coding with the support of ATLAS.ti software, which enabled the identification of interpretative patterns and the construction of emerging categories
This doctoral thesis aimed to construct, in a participatory and cooperative manner, a comprehensive and innovative pedagogical proposal aimed at strengthening scientific competencies among actors in the basic education cycle in the Natural Sciences area at Valle de Ruitoque Campus of the Colegio Ecológico de Floridablanca. The research was conducted in a rural context where educational processes require the articulation of scientific knowledge with the territorial, cultural, and environmental dynamics that shape community life. In this sense, the study seeks to respond to the need to rethink science teaching from perspectives that go beyond the transmission of content and promote the formation of critical subjects capable of understanding and transforming their reality. The study is framed within the socio-critical paradigm, understood as a research perspective that conceives educational actors as agents capable of interpreting, questioning, and transforming the social structures in which they participate. From this perspective, pedagogical practice is analyzed not only in its didactic dimension but also in its emancipatory potential to generate critical awareness, collective participation, and social transformation. Methodologically, the research was developed through a qualitative approach and the method of educational action research, involving teachers, students, and members of the educational community. Data collection techniques included semi-structured interviews, focus groups, participant observation, and audiovisual records of pedagogical experiences. In addition, a systematic literature review was conducted following PRISMA guidelines, which made it possible to identify relevant trends in recent research on science education. The results showed that school materials often promote low levels of cognitive demand; that active methodologies supported by technological resources foster scientific inquiry processes; and that teachers’ pedagogical beliefs and professional training significantly influence the construction of learning environments in science education. These findings highlighted the need to develop contextualized pedagogical proposals that integrate science education with territorial realities and with teacher education processes oriented toward pedagogical innovation. The theoretical framework integrated the contributions of Vygotsky, Dewey, Husserl, and Pozo and Gómez-Crespo, articulating sociocultural, experiential, and phenomenological perspectives that allow scientific learning to be understood as a socially mediated process, situated in experience and connected to the lifeworld. Data analysis followed the procedures of grounded theory, implementing the stages of open, axial, and selective coding with the support of ATLAS.ti software, which enabled the identification of interpretative patterns and the construction of emerging categories
Descripción
Palabras clave
Educación científica, Práctica pedagógica transformadora, Competencias científicas, Educación rural, Enfoque STEM