Análisis de aula en el área de ciencias naturales: Un estudio sobre gestión académica y la calidad educativa

Abstract

This research, entitled “Classroom Analysis in the Area of Natural Sciences: A Study on Academic Management and Educational Quality,” focuses on the critical analysis of pedagogical practices and academic management at the Lorenzo de Alcantuz School, with the aim of designing a contextualized methodological strategy that strengthens the teaching of Natural Sciences and contributes to improving the institution's educational quality. The study was conducted using a qualitative approach, employing a case study design, which allowed for a deep understanding of classroom dynamics and institutional processes that influence scientific education. Data was collected through semi-structured interviews, document review, and classroom analysis, incorporating the perspectives of teachers and academic administrators. The results show that, while there are pedagogical efforts focused on active learning and experimentation—such as project-based learning, guided inquiry, and discovery learning—their implementation is limited by infrastructure constraints, inadequate laboratory equipment, and the comprehensive management of teaching resources. Furthermore, a weak connection was identified between curriculum planning, classroom practices, and academic monitoring processes, which impacts the effectiveness of science teaching. The study's main outcome is the proposed methodological strategy "Explore, Experiment, and Learn," designed to strengthen experimental practices through a participatory and contextualized academic management approach. This strategy is structured around five components: (1) adaptive curriculum planning, (2) design of inquiry-based learning sequences, (3) collaborative management of the school laboratory, (4) formative assessment focused on scientific performance, and (5) institutional strengthening through the integration of academic management with pedagogical innovation. The research concludes that strategic, reflective academic management, integrated with teaching practice, is essential for consolidating quality science education. Strengthening infrastructure, providing ongoing professional development for faculty, and systematically implementing contextualized methodological strategies are fundamental pillars for ensuring relevant, equitable, and sustainable teaching and learning processes.