CIENCIA DE DATOS EN LA EDUCACIÓN BÁSICA: UN MARCO BASADO EN EVIDENCIAS QUE INTEGRA APRENDIZAJE Y EVALUACIÓN
DOI:
https://doi.org/10.56238/revgeov17n1-180Palabras clave:
Educación en Ciencia de Datos, Evaluación Formativa, Aprendizaje Basado en Evidencias, Educación BásicaResumen
En una sociedad cada vez más orientada por los datos, es esencial preparar a las nuevas generaciones con competencias sólidas en ciencia, tecnología, ingeniería, artes y matemáticas (STEAM). En este contexto, la educación en Ciencia de Datos (CD) requiere el desarrollo de conceptos matemáticos fundamentales, terminología específica y estructuras cognitivas que sustenten la progresión de los estudiantes desde niveles introductorios hasta avanzados. Los enfoques pedagógicos deben permitir que los estudiantes no solo comprendan los datos, sino que también apliquen el conocimiento de manera creativa y eficaz en tareas como la recolección, el preprocesamiento, el análisis y la visualización de datos. Este artículo identifica brechas persistentes en el diseño y la evaluación de iniciativas de enseñanza de la Ciencia de Datos en la Educación Básica, en particular, la desalineación entre estrategias de enseñanza, progresiones de aprendizaje y prácticas de evaluación, y propone un marco pedagógico basado en evidencias para abordar estos desafíos. El estudio adopta un enfoque cualitativo y exploratorio, fundamentado en una revisión narrativa de la literatura y en una síntesis integradora de investigaciones provenientes de la psicología cognitiva, las ciencias del aprendizaje y la evaluación educativa, guiado por la siguiente pregunta: ¿qué estrategias de enseñanza y modelos de evaluación pueden apoyar eficazmente la institucionalización de la Ciencia de Datos en la Educación Básica? Anclado en la literatura internacional, el marco propuesto integra principios consolidados de aprendizaje, como la práctica distribuida, el aprendizaje basado en la recuperación y actividades iterativas basadas en proyectos, con instrumentos de evaluación formativa orientados al fortalecimiento de la retención, la transferencia del conocimiento, la metacognición y el compromiso de los estudiantes. El análisis demuestra que la ausencia de modelos de evaluación coherentes debilita la institucionalización de la Ciencia de Datos como componente curricular y limita su efectividad pedagógica. Al articular de manera sistemática estrategias de enseñanza, progresiones de aprendizaje e instrumentos de evaluación formativa, el marco ofrece una estructura operativa y adaptable para su implementación en el aula. Sustentado en evidencias empíricas reportadas en la literatura, el estudio concluye que promover la alfabetización en datos en la Educación Básica mediante prácticas pedagógicas basadas en evidencias constituye un paso fundamental para fortalecer la equidad educativa, la ciudadanía digital y la capacidad de los estudiantes para interpretar y actuar en entornos contemporáneos ricos en información.
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