Research skills in elementary school children in a public school in El Salvador

Abstract

This study analyzed the research competencies of fifth-grade students at a public school in El Salvador, where structural, methodological, and material limitations persist that restrict the development of scientific thinking. The objective was to diagnose strengths and weaknesses in the cognitive, procedural, and communicative dimensions of these competencies. A mixed-method approach was applied with 27 students and two teachers, using diagnostic tests, focus groups, and interviews. Quantitative data were analyzed with JASP software (t test), and qualitative data were triangulated to validate findings. A favorable attitude toward research was identified (56% associated it with "asking questions"), although with difficulties in formulating hypotheses and analyzing results. There were no significant differences by gender (t = -0.003; p = 0.998). Teachers' voices revealed decontextualized curricula, lack of resources, and limited family involvement. It is concluded that fostering research competencies requires transforming the pedagogical approach from a critical perspective, overcoming reproductive practices and promoting meaningful school experiences. The observed gender equity presents opportunities to design inclusive interventions that strengthen not only scientific skills but also the development of reflective citizenship from childhood.