De la curiosidad a la ciencia. Fomentando el pensamiento científico en preescolar

This article presents a study that analyzed the development of scientific thinking in preschool children at the Luis Eduardo Mora Osejo School in Pasto, Colombia, through activities focused on the transformations of matter. The study aimed to foster curiosity and scientific reasoning through practical, accessible experiments tailored to the children’s age. The qualitative methodology employed included direct observation and the use of field journals to document learning. The results show an increase in students’ active participation, leading to a deeper understanding of material changes. Additionally, collaborative work and experimentation contributed to the development of skills such as observation, hypothesis formulation, and problem-solving, highlighting the effectiveness of this pedagogical strategy in early childhood education. https://doi.org/10.21723/riaee.v20iesp.1.2022802

Critical thinking · Curiosity · Early childhood · Qualitative research · Scientific reasoning · Scientific thinking · Developmental and Educational Neuropsychology · Educational methodologies and cognitive development · Science Education and Pedagogy