Percepción docente sobre la implementación en modalidad B-learning del enfoque de indagación en la enseñanza de las ciencias: perspectivas desde Magallanes-Chile
Journal
Digital Education Review
ISSN
2013-9144
Strengthening science education processes is of utmost importance in order to address the emerging challenges of today's society. That said, the Chilean Ministry of Education has been promoting the Scientific Inquiry Program for Science Education (ICEC), which has been led by various universities in the country, including the University of Magallanes. In this context, the present study was conducted. It sought to explore the perceptions of teachers from the Magallanes region who participated in the ICEC program and to determine whether they experienced changes in their understanding and practice of science teaching.
The research was conducted through semi-structured interviews and a qualitative phenomenographic approach. Teachers' experiences and assessments of the implementation of the inquiry approach in school settings were collected. Overall, the results suggest that, for most participants, the program represented a significant training opportunity, associated with increased confidence in science teaching, the incorporation of new methodological strategies, and increased motivation to disseminate the approach among their colleagues. Similarly, positive perceptions of the program's contributions were identified, along with challenges primarily linked to the institutional conditions for implementing the inquiry approach in educational institutions.
eption of ICEC and the effect it had on professional practice. The results show that for them it was a significant contribution in that they positively changed their perception of science teaching, promoted the program among teachers, and applied the acquired tools, with significant improvements in their pedagogical practices.
The research was conducted through semi-structured interviews and a qualitative phenomenographic approach. Teachers' experiences and assessments of the implementation of the inquiry approach in school settings were collected. Overall, the results suggest that, for most participants, the program represented a significant training opportunity, associated with increased confidence in science teaching, the incorporation of new methodological strategies, and increased motivation to disseminate the approach among their colleagues. Similarly, positive perceptions of the program's contributions were identified, along with challenges primarily linked to the institutional conditions for implementing the inquiry approach in educational institutions.
eption of ICEC and the effect it had on professional practice. The results show that for them it was a significant contribution in that they positively changed their perception of science teaching, promoted the program among teachers, and applied the acquired tools, with significant improvements in their pedagogical practices.
Programa ICEC Ministerio de Educación
Name
41739-Article Text-146865-1-10-20250616.pdf
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