Evaluación de las competencias científicas de los estudiantes de secundaria de República Dominicana

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doi:10.32541/recie.v9.719

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Artículo de investigación • Rev. Carib. Investig. Educ. 9 • Jan-Dec 2025 • https://doi.org/10.32541/recie.v9.719 linkcopiar

Evaluación de las competencias científicas de los estudiantes de secundaria de República Dominicana

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen:

Alcanzar una educación de calidad es una prioridad para el Estado dominicano, ya que el desarrollo de competencias es un componente fundamental para la formación de ciudadanos con habilidades para la vida, capaces de desempeñarse de forma efectiva en la sociedad. El objetivo de esta investigación es evaluar los niveles de competencias científicas del alumnado de secundaria. Para evaluar estos niveles se aplicó un instrumento, desarrollado a partir de cuestionarios validados y algunos ítems liberados de la Prueba PISA. Los resultados obtenidos en la investigación muestran que es necesario fortalecer los procesos metodológicos y otros elementos asociados al desarrollo de competencias científicas, ya que los estudiantes se autoperciben con bajos niveles de dominio y también afirman que con poca frecuencia se realizan en el aula actividades que promuevan el desarrollo de esas competencias.

Palabras clave:
aprendizaje; competencias; educación; enseñanza de las ciencias; método científico

1. Explain phenomena scientifically
1a. Recall and apply appropriate scientific knowledge. 1b. Identify, use and generate explanatory models and representations. 1c. Make and justify appropriate predictions. 1d. Offer explanatory hypotheses. 1e. Explain the potential implications of scientific knowledge for society.
2. Interpret data and evidence scientifically
2a. Transform data from one representation to another. 2b. Analyze and interpret data and draw relevant conclusions. 2c. Identify assumptions, evidence and reasoning in science-related texts. 2d. Distinguish between arguments based on scientific theory and evidence and those based on other considerations. 2e. Evaluate scientific arguments and evidence from various sources (e.g., newspapers, the Internet, magazines).
3. Evaluate and design scientific research
3a. Identify the question explored in a given scientific study. 3b. Distinguish issues that could be investigated scientifically. 3c. Propose a method to scientifically explore a given question. 3d. Evaluate methods to scientifically explore a given question. 3e. Describe and evaluate how scientists ensure the reliability of data, as well as the objectivity and generalizability of explanations.

Feature	Classification	Percentage
Type of educational center	Public	48%
	By agreement	52%
Sex	Male	33%
	Female	67%
	15 years	16%
	16 years old	25%
Age	17 years old	38%
	18 years old	17%
	Over 18	4%
	Fourth	31%
Grade	Fifth	30%
	Sixth	39%

No.	Items	Competence
3	What types of diseases can people be vaccinated against?	Explain phenomena scientifically
4	If animals or people suffer from a bacterial infectious disease and then recover, the type of bacteria that caused the disease usually does not infect them again. What is the reason for this?
1	Among the statements presented, which one is supported by the data in the figure on sugar consumption and number of cavities in different countries?	Interpreting data and evidence scientifically
5	The following figures represent the average wind speed at four different locations over the course of a year. Which figure indicates the most appropriate location for installing a wind turbine?
2	A country has a high number of cavities per person. Which question about tooth decay could be answered with the help of a scientific experiment?	Evaluate and design scientific research
6	The effectiveness of nicotine patches to stop smoking is to be determined. What is the best experimental design to test the effectiveness in a group of 100 smokers?

No.	Items	Competence
7a	Write the scientific problem that is attempted to be solved in an experiment, in which 20 seeds were placed in five pots with the same humidity, soil and lighting, but different temperatures.	Evaluate and design scientific research
7b	Write a hypothesis for an experiment in which 20 seeds were placed in five pots with the same humidity, soil and lighting, but different temperatures.
7c	Write the conclusion that can be deduced from the germination results of an experiment in which 20 seeds were placed in five pots with the same humidity, soil and lighting, but different temperatures.
7d	Design an experiment to find out how humidity influences seed germination.
8a	Write the variables represented in a table where the age and weight of 6 people are presented.	Interpreting data and evidence scientifically
8b	Build a figure to represent the data in a table where the age and weight of 6 people are presented.
8c	What title would you give to a figure that contains the age and weight data of 6 people?
8d	What conclusion can you draw from the data in the table showing the age and weight of 6 people?

No.	Items
1a	What is your level of knowledge on the representation and interpretation of tables and figures?
1b	What is your level of knowledge about hypothesis formulation?
1c	What is your level of knowledge in identifying the variables of an investigation?
1d	What is your level of knowledge in designing and evaluating experiments?
2a	How often are practice and experiments carried out in science classes?
2b	How often is the scientific method and problem solving applied in science classes?
2c	How often are tables and graphs used in science classes?
3	Do you know the meaning of the term “variable”?
4	Do you remember having developed activities in class in which you had to express hypotheses?
5	Which phrase means the same as hypothesis?
6	What do you understand by the expression «experimental design»?

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[TFN1] Note: Source OECD. (2017). PISA Assessment and Analysis Framework for Development: Reading, Mathematics and Science.