La enseñanza de las ciencias mediadas por actividades de ciencia escolar y su impacto en el desarrollo de habilidades de pensamiento y de actitudes positivas hacia el aprendizaje de la química

Abstract

This research project explores attitudes towards chemical knowledge among ninth grade students at Colegio CIEN, focusing on how school science activities that promote thinking skills affect these attitudes. This study is framed within the Science Didactics, providing an in-depth analysis of the interactions between teaching, learning, and student perception in the context of chemical education. The central research problem specifically investigates what attitudes are evidenced in students when they participate in activities designed to explicitly develop critical and analytical thinking skills. The general objective is to demonstrate the attitudes that develop in these students during school chemistry classes, focused on reflections about scientific knowledge and its impact on daily life. Methodologically, the research adopts a qualitative paradigm with a qualitative approach, using collection instruments and techniques such as Likert-type surveys called the Science Attitudes Protocol (PAC), field journals, and focus group interviews. Regarding the latter, data collection was conducted in two separate sessions due to logistical constraints, involving four students selected based on their responses in the surveys and their participation in the classes. The findings reveal that teaching strategies such as problem-based learning and cooperative learning not only facilitate the understanding of chemical concepts but also stimulate intrinsic motivation and interest in the subject. Students showed an increase in participation and a deeper engagement with the content when these techniques were implemented. A significant correlation was observed between the implementation of these strategies and the perception of the relevance of chemistry in the students' daily lives, contributing to a more profound and meaningful learning. In conclusion, the thesis demonstrates that teaching activities that integrate the development of critical thinking skills and effective peer collaboration can significantly improve students' attitudes towards chemistry. Future research could further explore the affective and cognitive dimensions of these teaching strategies, as well as their long-term impact on scientific education.