Estrategias lúdicas y su incidencia en la enseñanza y aprendizaje de Estudios Sociales en los estudiantes del sexto grado en la Unidad Educativa “José Ángel Palacio” periodo 2023-2024
The research titled Playful strategies and their impact on teaching and learning social studies aims to determine the impact of playful strategies on teaching and learning Social Studies in sixth-grade students at the Unidad Educativa “José Ángel Palacio”. Specific objectives include determining how...
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| Format: | bachelorThesis |
| Idioma: | spa |
| Publicat: |
2024
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| Matèries: | |
| Accés en línia: | https://dspace.unl.edu.ec/jspui/handle/123456789/29651 |
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Afegir etiqueta | Sumari: | The research titled Playful strategies and their impact on teaching and learning social studies aims to determine the impact of playful strategies on teaching and learning Social Studies in sixth-grade students at the Unidad Educativa “José Ángel Palacio”. Specific objectives include determining how playful strategies influence the teaching and learning process in Social Studies, analyzing the types of playful strategies implemented by the teacher to enhance student learning, and designing a didactic guide with playful strategies to facilitate the teaching and learning process of Social Studies. The research utilized descriptive research with a quantitative-qualitative approach and non-experimental design. Analytical, synthetic, statistical methods, and descriptive statistics were applied during the process. Techniques such as direct observation, interviews, and surveys were employed, with instruments including observation sheets, question guides, and questionnaires, aiding significantly in data collection. The sampled population comprised 14 students and one teacher from the 'Unidad Educativa “José Ángel Palacio”'. Results indicate that utilizing playful strategies in the educational process effectively contributes to the development of cognitive and socio-emotional competencies, leading to significant and dynamic student learning, making them active agents in their own learning process. |
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