Scientific inquiry and pedagogical practice in primary school teachers
DOI:
https://doi.org/10.35381/r.k.v6i4.1447Keywords:
Lifelong learning, organization of research, activity learning. (words taken from the UNESCO Thesaurus).Abstract
The research aims to determine the relationship between scientific inquiry and pedagogical practice in primary school teachers in the province of Pallasca in times of the COVID-19 pandemic. A descriptive correlational typology was implemented with a non-experimental design. The population consisted of 83 teachers. Given that the significance is .523, being less than 0.05 (0.000 <0.05), the H1 or affirmative hypothesis is accepted and H0 or null is rejected, which indicates that the relationship between scientific inquiry and pedagogical practice is significant. Primary school teachers in the province of Pallasca in times of the covid-19 pandemic, the possibility of generating a student with the ability to investigate autonomously is projected, generating a contrasted vision of the topics addressed in the class, especially when working with ICT, where it is required to promote an autonomous person and researcher in the generation of knowledge.
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