RT info:eu-repo/semantics/article
T1 Is it possible to apply inquiry in the first level of primary school without hindering the acquisition of scientific competencies? Perspectives of pupils and their pre-service teacher
A1 Delgado Iglesias, Jaime
A1 Bobo Pinilla, Javier
A1 Reinoso Tapia, Roberto
A1 Vega Agapito, María Victoria
K1 Inquiry (Theory of knowledge)
K1 Conocimiento, Teoria del
K1 Teaching and Teacher Education
K1 Teaching - Research
K1 Education - Research
K1 Educación - Investigación
K1 Teachers - Training of
K1 Docentes - Formación
K1 Education, Primary
K1 Educación Primaria
K1 Learning
K1 Aprendizaje automático
K1 Scientific competence
K1 5312.04 Educación
K1 1105.01 Método Científico
AB The aim of this study is to assess the application of inquiry as a teaching strategy during the practicum of a pre-service teacher and to verify the acquisition of scientific skills by her students. The importance of this study is the application of inquiry as a teaching strategy at lower levels of basic education to contribute to scientific skills and scientific literacy. The sample consisted of 27 pupils in the first level of primary education and one pre-service teacher in a Spanish school. The methodology used was a case study with a participatory experimental design, incorporating guided discovery and teacher questioning focused on plant growth. The results indicate that the pupils improved their understanding and assimilation of content related to plant functions, scientific procedures, and critical thinking. The pre-service teacher demonstrated mastery of the inquiry-based methodology, confirming an adequate level of both pedagogical and scientific competence. Some suggestions are provided to enhance her training. The study concludes by demonstrating that it is possible to implement inquiry at any educational level, despite the potential limitations of the students. It is recommended that pre-service teachers receive comprehensive training to enable them to facilitate the acquisition of scientific competence among their students.
PB MDPI
SN 2227-7102
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/67286
UL https://uvadoc.uva.es/handle/10324/67286
LA eng
NO Education Sciences, 2024, Vol. 14, Nº. 1, 96
NO Producción Científica
DS UVaDOC
RD 11-jul-2024