Bibliographic citations
Loa, E., (2021). La indagación científica como práctica docente en aulas del II ciclo de Educación Inicial de una institución educativa pública del distrito de San Martín de Porres, 2019 [Universidad Peruana Cayetano Heredia]. https://hdl.handle.net/20.500.12866/9557
Loa, E., La indagación científica como práctica docente en aulas del II ciclo de Educación Inicial de una institución educativa pública del distrito de San Martín de Porres, 2019 []. PE: Universidad Peruana Cayetano Heredia; 2021. https://hdl.handle.net/20.500.12866/9557
@misc{renati/1280114,
title = "La indagación científica como práctica docente en aulas del II ciclo de Educación Inicial de una institución educativa pública del distrito de San Martín de Porres, 2019",
author = "Loa Quispe, Eddy Wilma",
publisher = "Universidad Peruana Cayetano Heredia",
year = "2021"
}
The main objective of this research is to determine the development of scientific inquiry as a teaching practice in classrooms of the second cycle of initial education in a Public Educational Institution in the District of San Martín de Porres-2019. The research work was used as a tool to strengthen the didactic processes of the area. In this way, the methodology used corresponds to the type of quantitative research with a case study design and the observation technique. On the other hand, the sample consisted of 14 Early Childhood Education teachers. In addition, to collect the information, the observation guide instrument of the checklist type was applied during the learning activities in the area of science and technology. The results obtained, represented graphically in a general way, indicate that the development of scientific inquiry is inadequate, resulting in that 53% means that the teachers do not develop these processes properly, their class being highly directed, with traditional teaching, where children can only observe, in this sense, they take away the opportunity to be the protagonists in the activities of inquiry. After analyzing the corresponding results, it is concluded that the development of the processes of scientific inquiry is carried out in an inadequate way, showing that the teachers do not comply with the didactic processes of the approach. Since most only comply with some processes.
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