Estrategias innovadoras y alfabetización científica de estudiantes en formación docente durante la pandemia COVID-19
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La alfabetización científica entre niños y adolescentes es actualmente una meta educativa prioritaria a nivel mundial. El objetivo de la investigación fue evaluar la influencia de las estrategias innovadoras en la alfabetización científica de estudiantes en formación docente durante COVID-19, con enfoque cuantitativo, de tipo preexperimental. La muestra estuvo conformada por dos grupos intactos de 67 estudiantes del V ciclo académico 2021-A y 2022-A de ambos sexos. Los datos recopilados se analizaron mediante la media aritmética y la prueba de hipótesis utilizando el t-Student. Los resultados demostraron que después de la implementación del programa de intervención, las calificaciones de ambos grupos mejoraron significativamente en comparación con el pretest, con un nivel de significancia de p = 0.000 < 0.05. Como resultado, se aceptó la hipótesis de investigación y se concluyó que las estrategias innovadoras influyen positivamente en la alfabetización científica de los estudiantes en formación docente durante la pandemia COVID-19.
Scientific literacy among children and adolescents is currently a priority educational goal worldwide. The objective of the research was to evaluate the influence of innovative strategies on the scientific literacy of students in teacher training during COVID-19, with a quantitative, pre-experimental approach. The sample consisted of two intact groups of 67 students of the V academic cycle 2021-A and 2022-A of both sexes. The data collected were analyzed by arithmetic mean and hypothesis testing using the t-Student. The results showed that after the implementation of the intervention program, the grades of both groups improved significantly compared to the pretest, with a significance level of p = 0.000 < 0.05. As a result, the research hypothesis was accepted and it was concluded that innovative strategies positively influence the scientific literacy of student teacher trainees during the COVID-19 pandemic.
Scientific literacy among children and adolescents is currently a priority educational goal worldwide. The objective of the research was to evaluate the influence of innovative strategies on the scientific literacy of students in teacher training during COVID-19, with a quantitative, pre-experimental approach. The sample consisted of two intact groups of 67 students of the V academic cycle 2021-A and 2022-A of both sexes. The data collected were analyzed by arithmetic mean and hypothesis testing using the t-Student. The results showed that after the implementation of the intervention program, the grades of both groups improved significantly compared to the pretest, with a significance level of p = 0.000 < 0.05. As a result, the research hypothesis was accepted and it was concluded that innovative strategies positively influence the scientific literacy of student teacher trainees during the COVID-19 pandemic.
Description
Vol. 8, No. 34
Keywords
Alfabetización científica, Estrategia innovadoras, Estudiantes en formación, Formación docente, COVID-19, Scientific literacy, Innovative strategies, Student trainees, Teacher education, COVID-19, Alfabetização científica, Estratégias inovadoras, Estudantes estagiários, Formação de professores, COVID-19