Phenomenological study on the Development of Scientific Competencies in Peruvian Schoolchildren

The objective of this research was to understand the teaching-learning processes of scientific competencies in the area of Science and Technology from the lived experiences of teachers and students of the 5th year of secondary school in public educational institutions in the province of Bongará, Amazonas region, Peru. The work was done under the interpretive paradigm, qualitative approach, and descriptive phenomenological design. The information was collected through a documentary review and an in-depth interview in which six students and six teachers from four educational institutions participated, taking into consideration five subcategories of analysis: professional training, motivation, teaching practice, integration of ICT and application of scientific inquiry. This information was analyzed using a triangulation matrix and the Atlas Ti software, showing that the development of scientific competencies is not related to professional training, since the main strategy used by teachers is the repetition and memorization of content, with few motivating experiences, experimentation processes and integration of technological resources. Furthermore, in applying the inquiry-based learning strategy, the steps of the scientific method are followed linearly, and the student's interest, curiosity or wonder are not responded to

Curiosity · Data collection · Empathy · Information and Communications Technology · Memorization · Qualitative research · Triangulation · Wonder · Work (physics · Educational methodologies and cognitive development · Educational Research and Science Teaching · Knowledge Management in Higher Education