Percepciones y actitudes hacia el consumo de investigación científica de docentes de Educación General Básica de la ciudad de Cuenca, Ecuador

Abstract

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.