Cultura de evaluación de aprendizajes y motivación escolar en competencias científicas de estudiantes de primaria

Autores/as

Pablo Ysidoro Hernández Domínguez Universidad César Vallejo, Perú https://orcid.org/0000-0002-9735-1936

DOI:

https://doi.org/10.33936/rehuso.v11i1.6829

Palabras clave:

Actitudes científicas, alfabetización científica, educación STEM, motivación estudiantil

Resumen

Las competencias científicas permiten diseñar y utilizar tecnologías para la solución de problemas. El estudio tuvo como objetivo principal determinar el nivel de influencia entre la cultura de evaluación de aprendizajes y la motivación escolar en las competencias científicas de estudiantes de primaria. La población del estudio estuvo conformada por educandos de 4º, 5º y 6º de primaria, obteniéndose una muestra de 300. Fue de tipo básica, diseño no experimental, de corte transversal, correlacional causal, con uso del método hipotético – deductivo. Los datos fueron obtenidos a través de la aplicación de tres cuestionarios validados (uno por variable). El resultado principal fue la obtención del valor sig. = 0.000 < 0.05 y un coeficiente de Nagelkerke = 0.877, lo cual demostró que las variables predictoras influyen en un 87.7% en el logro de competencias científicas. La conclusión principal demostró la necesidad de utilizar los beneficios de la alfabetización científica y la neuropedagogía para incentivar en los educandos la autogestión, autorregulación y autoevaluación de sus conocimientos, siendo imperante la inclusión de la evaluación compartida para un mutuo aprendizaje y consolidación ética – humanística de la conciencia científica.

Palabras clave

Actitudes científicas; alfabetización científica; educación STEM, motivación estudiantil

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