Socioemotional Education in Science Teaching: Contributions to the Construction of Scientific Knowledge

Abstract

This article analyzes the contributions of socioemotional education in Science teaching to the construction of scientific knowledge, considering the interactions between cognitive, emotional, and social aspects in the learning process. It is based on the assumption that students’ integral education requires the development of competencies that go beyond content acquisition, incorporating skills such as empathy, self-regulation, resilience, and critical thinking. The study is guided by the problem of understanding how these competencies influence student engagement and performance in scientific learning contexts. The relevance of this topic lies in the contemporary demand for a more humanized and meaningful education, aligned with national curriculum guidelines. The objective of this study is to analyze the contributions of socioemotional education in Science teaching to the construction of scientific knowledge. Methodologically, this is a qualitative, bibliographic study based on the analysis of books, scientific articles, and official documents addressing the theme. The results indicate that integrating socioemotional competencies with pedagogical practices enhances investigative thinking, motivation to learn, and active student participation, as well as contributes to more inclusive and supportive learning environments. It is concluded that the articulation between socioemotional education and Science teaching is a promising strategy for promoting meaningful learning and fostering critical and autonomous individuals.