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Natural Sciences and Socio-Emotional Learning: An Experience from Inquiry-Based Science Teaching

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No. 6 (2021): January-June 2021
https://doi.org/10.5354/2452-5014.2021.60683

Abstract

Scientific inquiry is a widely used concept in the school environment in recent years, especially in natural sciences. In Chile, this methodology has been implemented by the Inquiry-Based Science Education program, ECBI Chile, since 2003 and comprises a 4-phase inquiry cycle: focus, exploration, reflection, and application. The objective of this research, whose results are presented in this article, was to analyze the perceptions of students of basic education about their work experience with learning sequences based on the methodology of scientific inquiry. This qualitative study with descriptive-interpretative approach was carried out through the construction of 5 categories: concrete strategies, non-traditional classes, emotions and contextualization of the application and utility. The analysis showed that the use of scientific inquiry instead of those traditionally used (mainly expositive) modifies the student’s vision on the Natural Sciences classes and its meaning for life, consolidating their preferences for experiential learning, where they can express their feelings and emotions freely.

Keywords:

Science teaching-learning, inquiry-based science education (IBSE), scientific inquiry, socio-emotional learning, student’s perceptions

Author Biographies

Nancy Molina-Ruiz

Master (c) in Educational Management and Direction, Alberto Hurtado University, Santiago, Chile; Educational Counselor at Las Américas Municipal School, Maipú, Santiago, Chile.

Pía González-García, Universidad Autónoma de Barcelona

Doctorate student in Didactics of Mathematics and Experimental Sciences, Autonomous University of Barcelona, ​​Spain; Master in Education, mention in Curriculum and Educational Community, Universidad de Chile, Santiago, Chile.

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How to Cite
Molina-Ruiz, N., & González-García, P. (2021). Natural Sciences and Socio-Emotional Learning: An Experience from Inquiry-Based Science Teaching. Revista Saberes Educativos, (6), 25–58. https://doi.org/10.5354/2452-5014.2021.60683
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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