Scientific inquiry in the learning of natural sciences for health and education: A bibliographical review
Keywords:
PUBLIC HEALTH, EVALUATION STUDIES AS TOPIC, LEARNING, INVESTIGATION.Abstract
Introduction: scientific enquiry has multiple definitions referring to the competences and capacities oriented to scientific inquiry in the learning process, as well as to the set of procedures of scientific methodology and the strategies of teaching and learning school science.
Objective: to argue the use and importance of scientific enquiry for learning health sciences and education.
Methods: more than fifty articles indexed in Scopus and other recognized databases were reviewed.
Development: the sources consulted provided more information in relation to ideas conceived around scientific enquiry, elucidating the inquiry process made up of a cycle of stages, demonstrating the benefits of implementing the enquiry approach, where scientific competence encompasses methodological, conceptual, attitudinal and integrated dimensions to other fields of science.
The results show the preponderance of scientific enquiry in science teaching, however, despite its importance and recognition, teachers do not develop the enquiry approach in the expected proportion, requiring a programmatic intervention for its implementation by governing bodies in health and education.
Conclusions: Inquiry-based learning or research is considered the best option for health sciences and education, as it generates multiple activities that begin with observation, formulation of questions and queries, identification of variables, hypothesis formulation, collection of information, experimentation to contrast, analysis and explanation of results and generalizations.
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