Indagación científica en las clases de ciencias naturales: Un estudio para promover el pensamiento crítico

The teaching of natural sciences faces the challenge of fostering critical thinking in students within school contexts marked by traditional practices. The aim of the study was to analyze teachers' perceptions regarding the application of scientific inquiry as a strategy to develop critical thinking in natural science classes. The methodology was qualitative, involving semi-structured interviews with nine teachers from educational institutions in the city of Quito. Thematic analysis allowed for the identification of categories related to pedagogical approaches, the role of the teacher, the didactic strategies used, and institutional barriers. The findings reveal that scientific inquiry is perceived as a key tool to promote argumentation, cognitive autonomy, and informed decision-making, although its implementation is conditioned by curricular factors and teacher training. It is concluded that scientific inquiry strengthens critical thinking in science education, provided that there is intentional planning and an environment that fosters questioning and reflection.