Análisis de las estrategias didácticas aplicadas en Historia de tercero BGU en la Unidad Educativa “Nuestra Señora de Fátima
The purpose of this research study was to analyze the didactic strategies used by the teacher in the subject of History in the third year of high school at the Educational Unit Nuestra Señora de Fátima, in Riobamba. A mixed methodology was used, combining quantitative and qualitative approaches; t...
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| Päätekijä: | |
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| Aineistotyyppi: | bachelorThesis |
| Kieli: | spa |
| Julkaistu: |
2025
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| Aiheet: | |
| Linkit: | http://dspace.unach.edu.ec/handle/51000/15392 |
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Lisää tagi | Yhteenveto: | The purpose of this research study was to analyze the didactic strategies used by the teacher in the subject of History in the third year of high school at the Educational Unit Nuestra Señora de Fátima, in Riobamba. A mixed methodology was used, combining quantitative and qualitative approaches; the quantitative approach allowed the collection and analysis of numerical data to identify patterns, trends, and relationships between objectives; in addition to the numerical results, the qualitative approach identified teachers' perceptions that reinforce the role of active strategies in learning. The research design was descriptive and diagnostic; for this purpose, a survey consisting of eleven questions was administered to fifty students in high school grades 3, classes A and B. The survey was designed to assess the student's knowledge and skills in the field of education and to provide them with a comprehensive understanding of the student's attitudes and attitudes toward education; one multiple-choice interview of eight questions to the teacher who teaches the subject of History and an observation sheet to fix the evidence of the general didactic strategies used. The results showed that the pedagogical strategies employed directly influence the development of meaningful learning in the students. These sometimes include or never asking students for prior knowledge, teamwork, dramatizations, playful activities, technological tools, museum visits, didactic materials, and debates or discussions. Likewise, sometimes, when a teacher uses specific didactic strategies, there is an understanding of historical topics. Therefore, technological means of teaching the History of social sciences are required. |
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