<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300381</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.22</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de estudiantes y docentes de básica primaria sobre competencias científicas asociadas con el desarrollo cognitivo estudiantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of primary school students and teachers about scientific skills associated with student cognitive development]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepção de alunos e professores do ensino fundamental sobre as competências científicas associadas ao desenvolvimento cognitivo do aluno]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ochoa-López]]></surname>
<given-names><![CDATA[Yesica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canquíz-Rincón]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Karin Lubo-De la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la Costa  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la Costa  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de la Costa  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>381</fpage>
<lpage>399</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300381&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300381&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300381&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El propósito principal del estudio fue analizar la percepción del personal docente y estudiantado de 5.to grado de básica primaria en relación con el desarrollo cognitivo y las competencias científicas.  Metodología. Se consideró un enfoque descriptivo cuantitativo, donde se tomó una muestra de 101 estudiantes de 5° y un grupo de 18 docentes de básica primaria en una institución educativa de la región caribe colombiana, a quienes se les aplicaron encuestas procesadas con los parámetros de la estadística descriptiva, tratados a partir de la distribución de frecuencias, el análisis porcentual y las medidas de tendencia.  Resultados. Se obtuvo que, desde la perspectiva estudiantil, el bajo rendimiento académico se asocia con la poca comprensión de los temas desarrollados en el aula, a consecuencia de las metodologías implementadas y desde la visión docente, las dificultades académicas se asocian al bajo desarrollo de los procesos cognitivos y a la apatía del estudiantado frente a sus estudios.  Conclusiones. Los resultados indican que, en cuanto a las competencias científicas, el estudiantado presenta un desempeño limitado en procesos que evidencian la comprensión, construcción y análisis del conocimiento científico y desde la práctica docente se hace necesario fortalecer conocimientos asociados a las prácticas científicas en el aula. Se determinó que dentro de los factores que limitan el desarrollo cognitivo del estudiantado se encuentran las prácticas pedagógicas tradicionales; no obstante, el personal docente reconoce la importancia de las competencias científicas, acompañadas de estrategias pedagógicas innovadoras que favorezcan su desarrollo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This study mainly aimed to analyze the perception of teaching staff and 5th-grade primary school students about cognitive development and scientific skills.  Methodology.  A quantitative descriptive approach was used. Surveys were applied to a sample of 101 5th-grade students and 18 primary school teachers from a school in the Colombian Caribbean region. They were processed under the parameters of descriptive statistics and organized according to frequency distributions, percentage analysis, and trend measurements.  Results.  From the student perspective, it was obtained that low academic performance is associated with little understanding of the topics developed in the classroom as a result of the implemented methodologies. From the teacher&#8217;s point of view, academic difficulties are related to the low development of cognitive processes and students&#8217; apathy towards their studies.  Conclusions.  In terms of scientific skills, the results show that the student body presents a limited performance in processes that demonstrate the understanding, construction, and analysis of scientific knowledge; so, from teaching practice, it is necessary to strengthen knowledge associated with scientific practices in the classroom. It was determined that traditional pedagogical practices are among the factors limiting students&#8217; cognitive development. However, the teaching staff recognizes the importance of scientific skills, accompanied by innovative pedagogical strategies that favor their development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo principal do estudo foi analisar a percepção do corpo docente e dos alunos do 5º ano do ensino fundamental em relação ao desenvolvimento cognitivo e habilidades científicas.  Metodologia.  Considerou-se uma abordagem quantitativa descritiva, onde se utilizou uma amostra de 101 alunos do 5º ano e um grupo de 18 professores do ensino fundamental de uma instituição educacional da região do Caribe colombiano, aos quais foram aplicadas pesquisas. Foram processados sob os parâmetros da estatística descritiva, tratados a partir da distribuição de frequências, da análise percentual e das medidas de tendência.  Resultados.  Obteve-se que, do ponto de vista do aluno, o baixo rendimento acadêmico está associado à pouca compreensão dos temas desenvolvidos em sala de aula em decorrência das metodologias implementadas e do ponto de vista do ensino, as dificuldades acadêmicas estão associadas ao baixo desenvolvimento da capacidade cognitiva. processos e a apatia dos alunos em relação aos estudos.  Conclusões.  Os resultados indicam que, em termos de competências científicas, o corpo discente apresenta uma atuação limitada em processos que demonstram a compreensão, construção e análise do conhecimento científico e a partir da prática docente, é necessário fortalecer os saberes associados às práticas científicas em sala de aula. Foi determinado que dentro dos fatores que limitam o desenvolvimento cognitivo dos alunos, estão as práticas pedagógicas tradicionais; no entanto, o corpo docente reconhece a importância das competências científicas, acompanhadas de estratégias pedagógicas inovadoras que favorecem o seu desenvolvimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias científicas]]></kwd>
<kwd lng="es"><![CDATA[desarrollo cognitivo]]></kwd>
<kwd lng="es"><![CDATA[procesos mentales]]></kwd>
<kwd lng="es"><![CDATA[estrategias pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Scientific competencies]]></kwd>
<kwd lng="en"><![CDATA[cognitive development]]></kwd>
<kwd lng="en"><![CDATA[mental processes]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
<kwd lng="pt"><![CDATA[Competências científicas]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento cognitivo]]></kwd>
<kwd lng="pt"><![CDATA[processos mentais]]></kwd>
<kwd lng="pt"><![CDATA[estratégias pedagógicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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