Educación General Básica-Pregrado

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/168

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Implicación de los padres en el proceso de enseñanza-aprendizaje de la alfabetización inicial en segundo de básica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-19) Jarrín Flores, Danny Rodrigo; Rodas Abril, Alex Eduardo; Riera Rodríguez, Gloria Elizabeth
The aim of this research is to analyze the involvement of parents in the teaching-learning process of initial literacy in the second grade of elementary school. The study is based on the concern for the low levels of development in reading and writing, as well as on theoretical evidence that points out the lack of family participation as a factor that affects school performance. The research was conducted in three public urban schools in Cuenca, Ecuador, through semi structured interviews with 21 parents. A qualitative approach with a descriptive scope was adopted. The data collected were processed and analyzed based on the following indicators: literacy support activities, monitoring of academic progress, emotional support in the literacy process, cultural activities, spaces and materials at home, and problems and barriers to involvement. Some of the main findings identified were that most parents claim to be involved in schoolwork, communicating frequently with teachers, providing emotional support through motivation, dialogue and constant accompaniment, providing didactic resources and educational materials, and adequate physical space for study. Limitations such as lack of knowledge of accompaniment strategies, lack of time and restricted access to formal cultural activities were evident. We conclude that, despite the limitations, there is a high degree of involvement of the family in this moment of formation, which contrasts with several studies with dissimilar results, which would suggest that, rather than realities, there are responses based on desirability, or that there is a greater awareness on the part of parents to become involved in the processes.
Prácticas racistas en educación básica media: una aproximación desde las miradas docentes
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-07) Pesántez Villavicencio, María Daniela; Hurtado Astudillo, Paula Karolina; Tubay Zambrano, Fanny Monserrate
The present work titled “Racist Practices in Lower Secondary Education: An Approach from Teachers´ Perspectives” addresses the behaviors and expressions of racism within the educational field, such as exclusion, discrimination, and even the devaluation of individuals based on their skin color, ethnic or cultural background. To address this issue, the objective of this research is to understand teachers' perceptions of racism and the educational practices that are reproduced in lower primary education. The study was conducted under a qualitative approach with an exploratory-descriptive scope and a phenomenological design. Data collection was carried out through semi-structured interviews with 11 teachers from two private institutions, both located in the city of Cuenca. The analysis of the collected data was conducted using ATLAS.TI. The findings were organized into two main categories: 1) Teachers’ perceptions of racism in lower secondary education, and 2) Racist practices in lower secondary education. Both categories were analyzed through the lens of interculturality. The results showed that various racist practices are often “softened,” which minimizes the seriousness of this social issue. Teachers from both institutions acknowledged the presence of discrimination and exclusion as manifestations of racial reproduction. Finally, the continued use of the term race to refer to people form minority groups or those with different physical characteristics was observed.
Representaciones sobre el proceso educativo de docentes en funciones sin formación pedagógica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-06) Auquilla Galarza, Fernanda Estefanía; Estrada Verdugo, Penélope Celenita; Rosano Ochoa, Luis Santiago
This research analyzes the representations held by in-service teachers without pedagogical training regarding the educational process. The general objective is to understand the perceptions of the educational process held by elementary and middle school teachers without pedagogical training from two educational institutions in Cuenca. The problem identified for conducting this research is the presence of teachers without pedagogical training, the lack of available information on the subject, and the devaluation of the teaching profession. This study used a qualitative approach, applying semistructured interviews with seven teachers from two schools in Cuenca. The results show that teachers possess knowledge about the educational process but do not consider pedagogical training necessary to acquire it. They claim that their academic backgrounds and years of experience have provided them with tools to address certain needs. However, they also point out the importance of ongoing training. Finally, it was concluded that pedagogical training is essential for teachers to continue overcoming the limitations they face when responding to the needs of their students within an ever- changing society.
Implementación de adaptaciones curriculares para Necesidades Educativas Especiales en Básica Media desde la percepción del profesorado
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-31) Sánchez Pacheco, Nancy Melissa; Sinchi Guiracocha, Michelle Irene; Cedillo Quizhpe, Isabel Cristina
This research paper focuses on Inclusive Education and explores how curriculum adaptations are implemented for students with Special Educational Needs (SEN), from the teachers’ perspective. This topic has been widely studied because of its impact on teaching practice and learning processes. The main goal was to understand teachers’ perceptions about applying curriculum adaptations for students with SEN. The study used a qualitative method with a phenomenological design. The sample included 11 middle school teachers from private religious schools in the city of Cuenca. Semi-structured interviews were conducted to collect data. The most important findings show that teachers see curriculum adaptations as key tools to adjust the curriculum to the individual needs of each student. Also, the concept of SEN is broadened, as teachers recognize that not only students with clear disabilities need adaptations, but all students can benefit from them. In addition, the study highlights the need to strengthen teacher training, use inclusive strategies, and promote flexible planning to ensure the participation of all students.
La gestión pedagógico – administrativa y su influencia en el proceso de enseñanza en docentes de Educación Básica
(Universidad de Cuenca, 2023-04-05) Barros Cedillo, Danny Vinicio; Rodas Anguizaca, Ronald Joel; Verdugo Guamán, María Eugenia
This monographic work is situated in the field of Basic Education and specifically in the field of educational management. The topic "Pedagogical-administrative management and its influence on the teaching process in Basic Education teachers" allows looking at management as a very important process that is developed from various strategies implemented in the daily life within educational institutions, with impact in different areas that undoubtedly guide the path that the educational institution follows and fulfills the purpose of knowing how pedagogical-administrative management influences the teaching and learning process led by Basic Education teachers. This monograph is structured in three chapters in which concepts, management models, administrative orientations and educational innovation are approached as the expression of the influence of management in the teaching-learning process. All this responds to a documentary-descriptive research, which arose from the review of relevant bibliographic material related to this work, after which it was concluded that pedagogicaladministrative management influences the teaching process when the reality of the group with which it works and the possibility of betting on improving the quality of education from educational innovation are considered.
Motivaciones para la elección profesional docente de estudiantes de la carrera de Educación Básica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-24) Guanga Arévalo, Marjorie Gabriela; Orellana Brito, David Andrés; Aguilar Feijoó, María Gabriela
The study of future teachers' motivations for choosing to become teachers is important, as it constitutes a predictor of future commitment to the profession and provides valuable information for initial teacher training. In this regard, this thesis analyzes the motivations that influence the choice of a primary education career among students at a public university in Cuenca, Ecuador. Furthermore, the specific objectives were aimed at describing the motivations behind the choosing of this career and investigating how these change throughout the training. To this end, following a qualitative approach, a biographical-narrative design was used, analyzing the autobiographical accounts of 93 first- and final-year primary education students. The data were analyzed using thematic analysis. Among the main findings, it is highlighted that family environment, school history, and previous experiences in informal educational settings are factors that influence the choice of a teaching career. In turn, it was found that, for many students, teaching is a choice of convenience, and it was evident that pre-professional practices play a fundamental role in transforming extrinsic and intrinsic motivations, which strengthens the teaching vocation and the sense of belonging to the career.
Competencias digitales de docentes en unidades educativas públicas y privadas de la ciudad de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Illescas Cuenca, Carmen Teresa; Lucano Solano, Katherine Mayra; Cabrera Ortiz, Freddy Patricio
The implementation of Information and Communication Technologies in the teaching and learning process has become an urgent need in recent years, so teachers must acquire digital competence that allow them to continuously transform their pedagogical practice attached to a more digitized world. The objective of the research was to describe the digital competence of teachers in public and private educational units of the city of Cuenca. The research approach was quantitative, the design was non-experimental and the transversal type because it is oriented to describe, compare and characterize the phenomenon of study in relation to the domain of digital competences and sociodemographic variables. The sample consisted of 118 teachers from six establishments in the city of Cuenca, three public and three private, to whom a questionnaire called “Self-perception of the digital competence of teachers” was applied. The results indicated that the digital competence of the majority of teachers is partially developed and it was determined that some variables such as gender, age, experience and teacher education sub-level teachers significantly influence on the development of digital teaching competences. It was concluded the need to implement continuous, structured and sustainable training programs that are adapted to the specific needs of each teacher, to reduce deficiencies and strengthen their professional performance, as well as institutional support, that guarantees access to appropriate technological resources, connectivity and time for permanent training.
Experiencias sobre la enseñanza de la escritura creativa de docentes de segundo a séptimo de Básica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-24) Solís Guerron, Melany Samantha; Riera Rodríguez, Gloria Elizabeth
Currently, creative writing is considered a fundamental tool in the comprehensive development of students, as it contributes to enhancing creativity, imagination, personal expression, and cognitive skill development. However, this subject was integrated into the curriculum without the corresponding teacher training, which has led to difficulties for many Primary Education teachers in effectively implementing this practice. The main objective of this research was to analyze the experiences of teachers regarding how to teach creative writing. The study was conducted using a qualitative approach, with semi-structured interviews administered to 20 teachers from two educational institutions in the city of Cuenca. The analysis was based on three categories: planning, lesson delivery, and assessment. Among the key findings, it was evident that while teachers value creative writing and regularly incorporate it into their lesson plans with various objectives, many lack formal training in how to teach it. The most common activities employed in teaching creative writing include character creation, completing stories, and imitating models. The primary form of assessment used is rubrics; however, the evaluation criteria remain unclear. The main challenges identified include students' creative blocks, limited resources, and the absence of clear teaching strategies. It is concluded that creative writing is being taught in an intuitive manner.
Influencia de la familia en la adquisición de hábitos lectores en niños de séptimo de básica de las unidades educativas de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-23) Sangurima Sasaguay, Andrés David; Toral Sarmiento, Adriana de la Nube
This senior thesis was developed in the city of Cuenca-Ecuador and analyzed the way in which the family influences the acquisition of reading habits. For this purpose, a qualitative methodology of descriptive scope was used. To obtain the information, an interview was applied to thirty parents who have children between eleven and twelve years of age. The categories used were the family's reading habits and practices, the valuation of the role of reading, the type of reading material available at home, the time dedicated to reading and the reading strategies and activities that parents use with their children. As a first result, it was observed that parents only have literature books, instructional books and encyclopedias in their homes. In addition, the time dedicated to reading by the family is scarce, since many of those interviewed say that they read a minimum of ten to twenty minutes. On the other hand, the family considers reading as something necessary for the academic life of their children. However, the only strategies they apply to improve their children's reading comprehension are inference, analysis of the title, questions and dialogue about what they have read. The results obtained show that it is necessary to strengthen the strategies used by the family, as well as to provide more access to books so that it is not limited exclusively to literature in the home. By way of conclusion, it is shown that the family has not fully assumed its role in the education of children.
Perspectivas del maestro novel sobre la educación inclusiva en Educación General Básica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Muñoz Saenz, Danna Micaela; Garcés Vargas, Juan Fernando; Cedillo Quizphe, Isabel Cristina
This study focuses on the perspectives of novice teachers regarding inclusive education at the level of Basic General Education. The research arises from the need to understand how teachers who are in the early stages of their professional careers and entering the educational system comprehend, face, and perceive the challenges of their professional practice when working in diverse classrooms. For this purpose, the main objective of the study was to analyze the perspectives of novice teachers on inclusive education in public elementary schools in the city of Cuenca. The research was conducted using a qualitative approach, specifically through a phenomenological study, which allowed for the interpretation of the experiences and conceptions of novice teachers concerning inclusive education. Among the most relevant findings, it was identified that although novice teachers understand inclusion as a right aimed at ensuring learning for all students, many of their notions are still linked to the idea of exceptionality or deficit. This reveals tensions between the rights-based approach and the medical approach. Furthermore, the interviewees question their teacher training, stating that it prioritized theoretical aspects while neglecting practical experience. This contradiction highlights the urgent need to rethink the teaching of inclusive education, seeking a balance between theoretical foundations and contextualized, meaningful practical experiences.
Percepción de los estudiantes de séptimo de básica sobre los actos religiosos que se celebran en las escuelas fiscales de la ciudad de Cuenca, Ecuador
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Naula Sumba, Karen Isabel; Quintana Ramón, Rosa Emilia; Reyes Pesántez, Gonzalo Eladio
Freedom of religion is a fundamental right for all Ecuadorians and for this the school plays a fundamental role in guaranteeing the freedom to choose or practice a creed. Education in Ecuador's public schools is governed by the secularism of the State to guarantee equality and respect for religious diversity in the educational context. However, there is evidence of religious activities in these institutions, for this reason this research project aims to analyze the perceptions of seventh grade students on religious events held in public schools in Cuenca, Ecuador. For this purpose, a qualitative methodology of descriptive scope was used, for the collection of information semi-structured interviews were used with 12 students from a school in the city of Cuenca. The results showed a duality of opinions since there are students who consider that religion is very important in their academic and personal formation, on the other hand, there are students who think that religion and education are not linked and, in some cases, it makes students feel excluded in front of a different religion. It is concluded that the different religious activities within the educational institutions create diverse perspectives among the school community, this leads to the need to reflect on the practice of religion and education.
Actitudes docentes de educación básica hacia el uso de las TIC en escuelas públicas de la ciudad de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Ayavaca Otavalo, Aida Gabriela; Loja Arciniegas, Tania Marisol; Cabrera Ortiz, Freddy Patricio
Teachers' attitudes are an essential component of the educational process, as they reflect the teacher's willingness to create a positive learning environment. The development of attitudes on the part of teachers is crucial for the innovation of their teaching practices with the implementation of technological tools such as ICT, which aim to transform and improve the educational process. Therefore, teachers' attitudes toward the use of ICT are fundamental in the current context, due to their significant influence on teachers' willingness to integrate these tools into teaching and learning processes. The overall objective of this research was to describe teachers' attitudes toward the use of ICT in public schools in Cuenca. The methodology used was a quantitative approach with a non-experimental cross-sectional design and a descriptive scope. The information collection instrument was a questionnaire developed in Chile by Sandoval et al. (2020) and was administered to a sample of 110 teachers from public schools in Cuenca. The results show that, in general, teachers in public schools in Cuenca have positive attitudes toward the use of information and communication technologies (ICT) in terms of gender, age, sublevel, highest educational level, years of experience, and working hours in teaching and learning processes.
Percepciones de docentes de Educación General Básica acerca del Diseño Universal de Aprendizaje
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-23) Lojano Lojano, Nathaly Maritza; Tenempaguay Carangui, Evelyn Gisela; Cedillo Quizphe, Isabel Cristina
The Universal Design for Learning (UDL) is a model that allows all students, regardless of their abilities, to access learning. The use of UDL in the classroom is essential to create equitable learning environments adapted to the needs of all students. The objective of this research was to describe the perceptions of basic general education (BGE) teachers regarding UDL to promote educational inclusion. To this end, a quantitative, descriptive, and nonexperimental study was carried out. The research included 74 teachers from the second to the seventh year of basic education, specifically from the city of Cuenca. For data collection, a questionnaire was used to measure teachers' perceptions of UDL, consisting of 26 items grouped into three dimensions, measured using a Likert scale. The results showed that most teachers most frequently apply Principle III of UDL, related to forms of motivation and engagement. It was also found that teachers with postgraduate (fourth level) education are those who apply UDL the most in the classroom.
El perfil del buen docente: una mirada desde la percepción de los estudiantes de séptimo de EGB
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Vargas Granda, Elkín Ribaldo; Vera Palomeque, Paola Fernanda; Reyes Pesántez, Gonzalo Eladio
This research explores how seventh-grade students in Basic General Education understand and describe the profile of a good teacher, offers a fresh, direct, and deeply meaningful perspective. Using a qualitative approach and a phenomenological concept, the voices of 24 students from a millennium education institution in the city Cuenca where we collected through semi-structured interviews. These interviews revealed rich and authentic perceptions. Finding out that, for students a good teacher is not only someone who master´s on their degree but is someone who connects with students on a human, emotional and pedagogical level. Students highlighted some values like empathy, patience, clarity of knowledge in the used of varied materials, as well mutual respect. Thus, the ideal Teacher´s profile goes beyond academic content, rooted instead in emotional closeness, consistent motivation, and a real commitment in learning with the students. However, when comparing these perceptions with international perspectives. We see those fundamental shared values as well as culturally influences a difference of becoming evidente. Overall, this study affirms that, from the student´s point of view, a good teacher is someone who teaches with heart, listens attentively, guides with firmness, and turns the classroom into a space of trust, growth, and hope.
Experiencias docentes de básica media respecto a la resolución de conflictos en el aula de las escuelas fiscomisionales en la ciudad de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Freire Contreras, Sofia; Tenelema Tamay, Lucinda Maribel; Araujo Flores, Nilson Patricio
This research paper addresses the persistence of school conflicts in educational institutions, which continue to negatively affect both coexistence and the teaching-learning process, despite the existence of regulations and intervention protocols. This issue revealed the need to explore how future teachers face and resolve conflicts that arise in their daily practice. Therefore, the purpose of this study was to explore the experiences of lower secondary school teachers regarding conflict resolution in the classrooms of faith-based schools in the city of Cuenca. Specific objectives were set to describe the causes and consequences of classroom conflicts, identify their characteristics, and analyze the strategies used by teachers for their resolution. A qualitative approach was adopted, with a phenomenological design and a hermeneutic-interpretative paradigm. Semi-structured interviews were conducted with 11 lower secondary teachers from two faith-based educational institutions. The main findings showed that teachers perceive conflict as a natural, relational, and contextual dynamic, influenced by personal, social, and school-related factors, and resolved through dialogue, reflection, and agreements with students. In conclusion, although teachers recognize conflict as a natural part of school coexistence and demonstrate openness to restorative practices, their understanding remains partial and is limited by negative perceptions, which hinders effective resolution.
Conocimientos de los docentes en escuelas de Cuenca sobre la gestión del refuerzo académico en la educación básica media
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Fárez Nieves, María José; Garzón Córdova, Amy Nicole; Rosano Ochoa, Luis Santiago
Academic effort management is a key strategy within the educational process, aimed at addressing students' learning difficulties and improving their performance. Therefore, this study aims to identify the knowledge teachers at two Cuenca schools have regarding the management of academic support for elementary school students. Specifically, it analyzes how educators identify students who require support, how they create the lesson plan based on learning styles and individual needs, and how they evaluate progress. To achieve this objective, a qualitative methodological approach with an exploratory-descriptive scope was used, and semi-structured interviews were conducted with seven teachers. The results revealed that teachers identify learners who need extra educational support through grades and class participation. Teachers also develop personalized plans, employing strategies tailored to each student's profile and utilizing various resources. Support assessment, meanwhile, is carried out comprehensively using diagnostic, formative, substantive, or continuous instruments, which allows progress to be monitored and the plan adjusted. In conclusion, effective management of academic reinforcement promotes more inclusive and student-centered teaching, allowing learners to overcome learning gaps.
Contenidos sexistas en los textos escolares de Estudios Sociales: una mirada de los docentes de Básica Media
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Calle Sacta, Karina Estefanía; Morocho Belezaca, Ángel Seferino; Castillo Núñez, Jessica Ercilia
Sexism is latent in various school settings, and one of the most evident is in textbooks. In this regard, children are exposed to educational materials whose contents reproduce sexism either directly or indirectly, as well as to sexist attitudes from their peers or even from teachers themselves. With the aim of understanding teachers' perspectives on sexist content identified in Social Studies textbooks, a qualitative study was conducted using interviews. The participants were 10 teachers—5 men and 5 women—from urban schools in the city of Cuenca. The data was analyzed through thematic analysis. The results show that teachers recognize the presence of sexist content in Social Studies textbooks, particularly through graphic representations where male figures are predominant or through the assignment of gender-based roles. However, despite being aware of the existence of such content, teachers face limitations that prevent them from addressing it comprehensively and thus contributing to the eradication of sexism. These findings highlight the need to revise textbook design in order to integrate genderfocused topics into the development of educational materials and to prevent sexism in them.
Percepciones de estudiantes de 7° año de Educación Básica sobre las tareas escolares
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Méndez Gordillo, César Adrián; Sánchez Peláez, Daniela Alejandra; Rosano Ochoa, Luis Santiago
Homework is a type of homework assignment assigned by teachers to be completed outside of school hours. These activities are intended to improve student learning through practice and independent learning. Therefore, this research seeks to understand the perceptions of seventh-grade elementary school students from two public schools in the city of Cuenca regarding homework completed outside of school hours. To this end, a qualitative approach with an exploratory scope and a phenomenological design was proposed. Data collection was conducted through seven focus groups, each composed of five to seven participants; a total of 39 students from two public schools in the city of Cuenca participated. The most relevant results indicate that students perceive homework as an opportunity to learn more and better, providing greater achievement and satisfaction upon completion and obtaining a good grade. It is also noted that homework provokes in students a combination of feelings depending on its structure, its level of complexity, and the subject matter. Finally, the results highlight the external and internal difficulties and motivations that students face in completing homework.
Educación sexual integral en EGB: perspectivas de directivos escolares de la ciudad de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Patiño Sacasari, Joseline Eulalia; Sibre Uchupeilli, John Alejandro; Castillo Núñez, Jessica Ercilia
Given the significant lack of research on comprehensive sexuality education (CSE) that considers the involvement of school leadership teams—despite their key role in implementing CSE policies in educational institutions—this study aims to describe the perspectives of school principals in the city of Cuenca regarding the provision of CSE in Basic General Education (BGE). The study was conducted using a quantitative, exploratory-descriptive approach. A sample of 46 school principals from 11 public and 8 private institutions located in the urban area of Cuenca was used. For data collection, an adapted version of the "Questionnaire for Assessing Teachers’ Professional Identity Regarding Sexuality Education" was used. This version considered the six dimensions of comprehensive sexuality education as defined by the International Planned Parenthood Federation: gender, sexual and reproductive health, sexual citizenship, pleasure, violence, diversity, and relationships. The results showed that, in general, principals’ level of knowledge about sexuality education is relatively low. However, they demonstrated a positive attitude toward addressing CSE across its various dimensions and expressed disagreement with negative beliefs about sexuality education. These findings offer valuable insights for revising policies that encourage school leaders to develop initiatives for implementing CSE in their educational institutions.
Percepciones y actitudes hacia el consumo de investigación científica de docentes de Educación General Básica de la ciudad de Cuenca, Ecuador
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Astudillo Pacheco, Sofía Alejandra; Álava Guanuchi, Dayanna Nicole; Riera Rodríguez, Gloria Elizabeth
Educational Research (ER) is a process of knowledge development, structured through systematic reviews of previous studies in the educational field, with the aim of providing evidence-based solutions. However, there are significant challenges that hinder its consumption and use. To explore this issue, the study seeks to understand the perceptions and attitudes toward the consumption of scientific research among General Basic Education teachers in the city of Cuenca, Ecuador. A quantitative approach was employed, using a non-experimental design with a descriptive scope. Data was collected through surveys administered to 137 classroom teachers from second to seventh grade in seven schools in Cuenca. The results revealed a very high percentage of positive perceptions among teachers regarding the consumption of science in the areas of knowledge (ranging from 74% to 95%), practical use (from 70% to 97%), and appreciation (from 90% to 97%). A similar trend was observed in attitudes toward science across the cognitive (70% to 96%), attitudinal (85% to 95%), and behavioral (71% to 98%) dimensions. However, the behavioral dimension dropped significantly in items 14 (21.16%) and 15 (23.35%). It is concluded that, although there is a positive predisposition toward ER, these results contrast with previous studies, suggesting the possible presence of social desirability bias. This indicates that while teachers value research, its impact on practice (heuristic dimension) may be limited.

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