La astrobiología como herramienta pedagógica para el fortalecimiento del desarrollo del pensamiento científico en niños y niñas de transición de dos instituciones educativas de Colombia

Abstract

In recent decades, the importance of preschool formation has been recognized, particularly because it establishes the basis for future learning and for the educational processes that will develop later. Therefore, this research seeks to establish the appropriate strategies to develop scientific thinking in Transitional children from the implementation of the Astrobiology program in academic programs. To do this, an action-research was developed from the critical paradigm to identify those strategies followed in two private educational institutions and, based on this, propose a way to expand said implementation to other educational institutions, private and public. To do this, a qualitative methodology was followed and three information collection instruments were used: the interview, the survey and the content analysis. The information collected was analyzed quantitatively, but with a particular emphasis on qualitative aspects, since the explanation of a particular phenomenon was not sought, but rather an understanding of it. The most important conclusions and findings revolve around the need to seek new teaching and learning strategies that go beyond the simple transmission of curricular content and better seek the development of skills. Thus, the development of scientific thinking –a necessary skill for the academic future and personal development of Transitional children– is established as a necessity in the first years of academic training. In this way, Astrobiology is presented as a proposal for classrooms that facilitates the development of such thinking, as well as being a useful tool for teaching thanks to the novelty of the topics it presents.