Percepción de competencias científicas en docentes y estudiantes del subnivel educación básica superior.

Abstract

This research analyzes the perception of scientific competencies among students and teachers from two public educational institutions located in the cantons of Montecristi and Jaramijó, which belong to District 13D02 in Ecuador. Method. A quantitative approach was employed, with a sample consisting of 1,750 students and 43 teachers of experimental science subjects in upper basic education and high school. A questionnaire adapted from Coronado and Arteta (2015) was applied, and the results were processed using IBM SPSS statistical software. The dimensions evaluated correspond to five scientific competencies: identifying, inquiring, explaining, communicating, and teamwork. Results. The analyses revealed that students from the institution located in Montecristi demonstrated higher levels of perceived competence in areas such as problemsolving and teamwork. Female students, in particular, reported a more favorable perception of their scientific competencies, especially in the teamwork dimension. In contrast, teachers’ perceptions did not show tatistically significant differences between institutions. Discussion. These findings suggest the influence of institutional and contextual factors, as well as a homogeneity in teacher perceptions that may be linked to shared pedagogical training. Additionally, gender appears to play a role in students’ self-perception of their scientific abilities. Conclusion. The perception of scientific competencies is deeply influenced by both individual and institutional prior experiences, shaping a collective structure within the classroom. Therefore, it is recommended to trengthen the design of differentiated methodological strategies adapted to educational contexts that foster theequitable and meaningful development of scientific thinking.