Towards the design of a didactic framework for science education in preschool in the Colombian context

Abstract

The topic of scientific education in early childhood has been a subject of ongoing debate, particularly regarding children's ability to comprehend and form direct connections with scientific theories, phenomena, or situations. This has created a gap in the teaching processes of natural sciences and the promotion of child development, particularly in effectively integrating the educational needs of both areas. This gap has had repercussions on scientific literacy and the abilities of the population in higher grades, as evidenced by the PISA and Saber 11 tests. In response to this, there is a need to propose interventions that effectively integrate the processes of both educational dimensions.