@article{MAKHILLTSS201914124770,
    title = {Training Through Classroom Pedagogical Projects with ABSTI Approach:
An Articulation Challenge Between Higher Education and Primary Education},
    journal = {The Social Sciences},
    volume = {14},
    number = {1},
    pages = {44-49},
    year = {2019},
    issn = {1818-5800},
    doi = {sscience.2019.44.49},
    url = {https://makhillpublications.co/view-article.php?issn=1818-5800&doi=sscience.2019.44.49},
    author = {Aleidy,Diego and},
    keywords = {Investigative initiation,Learning Based on the Solution of Investigative Tasks (ABSTI),investigative skills,classroom pedagogical projects,stimulated investigative skills,qualitative
technique},
    abstract = {This research presents the research developed to identify the stimulated investigative skills in the
students of the primary educational level through the pedagogical projects of classroom with Learning Based
on Solution of Investigative Tasks Approach (ABSTI). Qualitative study based on the theoretical contributions
of Murray, Mejia, Moreno and Sanchez. The study was carried out in an educational institution of the southern
region of Colombia region that implements ABSTI, the data were analyzed through the qualitative technique
of identification of relationships, activity-operation-investigative ability where the profile of investigative skills
raised by Moreno was taken as a reference. It was found that through classroom projects activities, the
investigative skills of perception, instrumental, thinking, conceptual construction, methodological construction,
social construction of knowledge and metacognition are stimulated. The results show that investigative
initiation is not an exclusive activity of the university in addition it is proposed that the education systems
focus their attention on articulating and aligning the research training processes between primary and
university education. Finally, this research points out why ABSTI is a pedagogical strategy for investigative
initiation.}
    }