Resumen

MARTINEZ, Agustín Ignacio Espina  y  VILLAGRA-BRAVO, Carolina. A pedagogical proposal to transform classroom climate and foster deep learning for Sciences. Ciência educ. [online]. 2024, vol.30, e24004.  Epub 07-Mar-2024. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320240004.

The purpose of this action research is to assist a Pedagogy student in solving a classroom climate management problem in the Natural Sciences subject. The problem was identified during the student's professional practice when he was teaching 35 girls and boys in sixth grade at a school in Santiago, Chile. The study analyzed questionnaires used both to design a proposal and evaluate its implementation in the classroom. The findings confirm the significance of the classroom climate and the potential of the inquiry method's ability to promote learning. However, there is a need to review educational guidelines and activities that promote research and reflective learning. The study emphasizes the importance of ensuring that students are truly involved in the investigative process to promote a sense of purpose and learning.

Palabras clave : Teaching in action (classroom); Learning; Classroom environment; Socio- emotional development; Pedagogical proposal.

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