La observación como habilidad científica en educación parvularia: una experiencia de investigación-acción

Observation is a fundamental skill in early childhood science education; however, educational teams may understand it as a merely perceptual action or associate it primarily with experimentation. This study analyzed changes in the self-reported conceptions and teaching strategies of ten professionals working in early childhood education during an action research–based training experience. The intervention comprised four workshops focused on the teaching of scientific observation. Data were collected through open-ended pre- and posttests and reflective journals and were analyzed using open and axial coding and temporal triangulation. The results show a shift from fragmented conceptions centered on perception and experimentation toward an understanding of observation as an intentional process of seeking, describing, and analyzing information. Participants also identified more specific strategies, including the use of mediating questions, sensory experiences, and exploration of the environment, and more clearly recognized the teacher’s role in guiding observation. It is concluded that the experience promoted a reframing of the participants’ stated conceptions of this skill and broadened their perceived teaching repertoire. The findings support the value of action research as a strategy for situated teacher education, although they do not provide evidence of actual changes in classroom practices or in children’s learning.