Habilidades investigativas en educación primaria: revisión sistemática de estrategias, evaluación y resultados
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https://doi.org/10.5281/zenodo.23456454Palabras clave:
habilidades investigativas, educación primaria, indagación científicaResumen
Las habilidades investigativas en primaria permiten que el alumnado formule preguntas, anticipe explicaciones, diseñe procedimientos, registre datos, interprete evidencias y comunique conclusiones. El objetivo de esta revisión sistemática fue analizar cómo se desarrollan y evalúan dichas habilidades en educación primaria y qué estrategias didácticas muestran resultados favorables. Se siguieron los criterios PRISMA 2020 y se realizó una búsqueda estructurada de literatura publicada entre 2020 y septiembre de 2026, con verificación bibliográfica en ERIC, SciELO, Crossref y portales editoriales. El corpus final estuvo formado por 25 estudios empíricos. La síntesis muestra un predominio de la indagación guiada, complementada por recursos digitales, actividades al aire libre, aprendizaje basado en proyectos, STEM, ejemplos resueltos y enseñanza explícita de aspectos epistémicos. Los logros aparecen con mayor frecuencia en observación, registro, formulación de preguntas y análisis básico; en cambio, el control de variables, la planificación experimental y la construcción de conclusiones sustentadas en evidencia continúan siendo tareas complejas. Se concluye que el desarrollo de habilidades investigativas requiere experiencias recurrentes de indagación, andamiaje gradual e instrumentos de evaluación adecuados a la edad, además de estudios longitudinales y mayor evidencia latinoamericana.
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