Metodología Design Thinking para incrementar habilidades investigativas en niños de 3 años
No Thumbnail Available
Date
2025-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El presente estudio tuvo como objetivo comprobar la eficacia de la metodología “Design Thinking” en el desarrollo de habilidades investigativas en niños de 3 años de la Institución Educativa del distrito de Chorrillos. La investigación se enmarcó en un enfoque cuantitativo, con diseño preexperimental. Se aplicaron las cinco fases del “Design Thinking”: empatizar, definir, idear, prototipar y evaluar, articuladas con tres procesos investigativos: formulación de hipótesis, comprobación y experimentación. Las actividades fueron diseñadas considerando el contexto, las características del grupo etario y su curiosidad natural, buscando propiciar un entorno participativo y exploratorio. Como instrumento de recolección de datos se empleó una lista de cotejo por categorías, cuyos resultados fueron procesados mediante el software estadístico SPSS. El análisis evidenció cambios significativos en el desarrollo de las habilidades investigativas tras la intervención. Se concluye que la metodología “Design Thinking” constituye una estrategia pedagógica efectiva, ya que potencia la exploración, la creatividad y el pensamiento lógico en la etapa inicial, favoreciendo la construcción activa del conocimiento desde experiencias significativas.
This study aimed to verify the effectiveness of the “Design Thinking” methodology in developing investigative skills in 3-year-old children from the green classroom of the early childhood education center of the district of Chorrillos. The research followed a quantitative approach with a pre-experimental design. The five phases of Design Thinking—empathize, define, ideate, prototype, and test—were applied in alignment with three key investigative processes: hypothesis formulation, verification, and experimentation. Activities were designed based on the children's context, developmental characteristics, and innate curiosity, fostering a participatory and exploratory environment. A category-based checklist was used as the data collection instrument, and the results were processed using the SPSS statistical software. The analysis revealed significant improvements in the development of investigative skills following the intervention. It is concluded that the Design Thinking methodology is an effective pedagogical strategy, as it enhances exploration, creativity, and logical thinking in early childhood, promoting active knowledge construction through meaningful experiences.
This study aimed to verify the effectiveness of the “Design Thinking” methodology in developing investigative skills in 3-year-old children from the green classroom of the early childhood education center of the district of Chorrillos. The research followed a quantitative approach with a pre-experimental design. The five phases of Design Thinking—empathize, define, ideate, prototype, and test—were applied in alignment with three key investigative processes: hypothesis formulation, verification, and experimentation. Activities were designed based on the children's context, developmental characteristics, and innate curiosity, fostering a participatory and exploratory environment. A category-based checklist was used as the data collection instrument, and the results were processed using the SPSS statistical software. The analysis revealed significant improvements in the development of investigative skills following the intervention. It is concluded that the Design Thinking methodology is an effective pedagogical strategy, as it enhances exploration, creativity, and logical thinking in early childhood, promoting active knowledge construction through meaningful experiences.
Description
Keywords
Habilidades investigativas, Design Thinking, Metodología activa, Creatividad, Pensamiento lógico, Exploración