Development of Socio-Emotional Skills in the Science Class of Paraguay
Socio-emotional skills were investigated as elements associated with cognitive skills from a qualitative perspective in classrooms during the teaching of sciences in sixth grade. This study used classroom observation instruments, interviews with teachers and principals, and a student survey, adapted...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2025
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5804 |
| Aporte de: |
| Sumario: | Socio-emotional skills were investigated as elements associated with cognitive skills from a qualitative perspective in classrooms during the teaching of sciences in sixth grade. This study used classroom observation instruments, interviews with teachers and principals, and a student survey, adapted from the 2019 ERCE Student Questionnaire (United Nations Educational, Scientific and Cultural Organization [UNESCO/OREALC], 2022). The study highlighted a positive classroom environment leading to socio-emotional development. A willingness to create conditions towards the development of socio-emotional skills was confirmed. Challenges included a need to improve didactic organization to more accurately direct learning situations for the various socio-emotional skills, problem-solving, attention to needs, and mechanisms for strengthening self-discipline. Another challenge is the need to encourage participation in the construction of learning related to socio-emotional skills and metacognition. |
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