Inquiry-based science education (IBSE) in secondary education: achievements and challenges of its implementation in Ibagué
DOI:
https://doi.org/10.15765/pnrm.v6i11.6Abstract
Science education for the young school population is a key factor for a country to have a critical mass of science literate citizens that facilitates and promotes technological, social and economical development under a sustainable approach. Inquiry-Based Science Education (IBSE) methodology is positioning internationally as an effective pedagogical tool to promote the development of scientific, technological and citizen competences in youngsters. This article intends to present the details related to implementation of IBSE methodology in a particular framework: Little Scientist Program (LSP) in the central region of Tolima, following the guidelines and management of the University of Ibague. Using the survey and interview techniques to collect information, the results derived from descriptive and comparative media analysis reveal that the institutional profile, the class shift, and the teacher’s profile seem to be specific conditions which favor the LSP implementation. This finding contributes to the action strategy of the managing institutions ofLSP in Colombia.
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