Percepción de las maestras de educación infantil en formación sobre una guía integradora basada en cuestiones sociocientíficas (CSC) para la enseñanza de las ciencias, el lenguaje, las matemáticas y la ciudanía

• Autores: Morales Silva, Tatiana, Sendra Mocholi, Cristina
• Formato: artículo
• Fecha de Publicación: 2026
• Institución: Universidad Católica San Pablo
• Repositorio: Revistas - Universidad Católica San Pablo
• Lenguaje: español
• OAI Identifier: oai:revistas.ucsp.edu.pe:article/1818
• Enlace del recurso: https://revistas.ucsp.edu.pe/index.php/emomentum/article/view/1818
• Nivel de acceso: acceso abierto
• Materia: educación infantil; formación inicial docente; enfoque integrador; cuestiones sociocientíficas; educación ambiental y ciudadanía; early childhood education; initial teacher training; integrative approach; socio-scientific issues; environmental education and citizenship

This research analyzes the perceptions of 57 fourth-year students of the Early Childhood Education Degree at the University of Valencia regarding an integrated teaching guide based on Civic and Citizenship Education (CSE), designed to connect science, language, mathematics, and citizenship in early childhood education. The proposal, “What do we know about the sea?”, incorporates the activation of prior knowledge, sensory experiences, guided reading, the creation of a collaborative mural, and a planned field trip to a local marine environment. The study presents an interpretive qualitative approach, using a descriptive-exploratory design. Data was collected through three open-ended questions designed to evaluate: the pedagogical relevance and inquiry-based approach; the connection to the natural and cultural context and education for sustainability; and the applicability of the proposal in real classroom contexts. The results show a positive assessment of the guide, especially for its ability to stimulate observation, curiosity, and meaningful learning, contributing to situated environmental education. They also suggest improvements related to methodological clarification, greater engagement with natural elements, attention to diversity, and organizational aspects for field trips. It is concluded that the guide is a relevant resource for strengthening an integrative model in initial teacher training.