Open AccessEl aprendizaje científico en el niño de preescolar: una experiencia dinámica
Author(s) -
Ma. Dolores Balderas-Mireles,
Ma. Leticia Almaraz-Olguín,
Irma Ramírez-Vaquera,
Kathia María Antonieta Balderas-Mireles
Publication year - 2020
Publication title -
revista de educación básica
Language(s) - English
Resource type - Journals
ISSN - 2523-2452
DOI - 10.35429/jbe.2020.12.4.19.30
Subject(s) - curiosity , experiential learning , psychology , pedagogy , intervention (counseling) , field (mathematics) , natural (archaeology) , mathematics education , humanities , art , social psychology , geography , mathematics , psychiatry , pure mathematics , archaeology
The research was carried out through the systematization and control of a classroom experience from a qualitative approach with the implementation of techniques such as observation, recording, video recordings and photographs, the result of which would make preschool teachers aware of the importance from the field of exploration and understanding of the natural world, the preponderance of fostering in the child from three years of age skills such as observation, curiosity, inquiry, experimentation and the formulation of hypotheses, which requires the preparation of the teacher and a change attitude towards science teaching, as well as the commitment of preschool institutions to promote work in this field; The result of the intervention proposal impacted on skills beyond those considered, as the child advances as the conditions to do so are generated and his thought expands until he can argue based on what he knows and observes in relation to experiential experiences that the teacher generates for it.