The purpose of the research is to characterize the pedagogical practices that are used in the development of scientific competences in elementary education. Likewise, a concern arise in order to create didactic activities that strengthen the scientific competences tending to improve the student’s performance through pedagogical practice. The design of the research is done under the quantitative paradigm supported by qualitative analysis, it is a field study where data are collected directly through a Likert scale survey with questions directed from the standards established by the MEN, organized by Generic Competences, Teaching Competences and Scientific Competences; with a reliability of (0.87), and an R of (0.93). It was observed in the yellow traffic light that a change in the application of specific and generic competences is still missing, due to a lack of engagement from the teachers, who must generate socially meaningful learning, have mastery and skills to teach and develop thinking skills in children, and locate their pedagogical practice according to the conditions of the context of the student.