Estrategias didácticas constructivistas para la generación de aprendizajes significativos en los estudiantes, en la asignatura de Química. Periodo académico 2022-2023
During the development of the teaching and learning process, the implementation of constructivist didactic strategies favors the construction of significant learning in students. For this reason, the present investigation had as objective: To promote the construction of significant learning in the s...
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| Κύριος συγγραφέας: | |
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| Μορφή: | bachelorThesis |
| Γλώσσα: | spa |
| Έκδοση: |
2023
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| Θέματα: | |
| Διαθέσιμο Online: | https://dspace.unl.edu.ec/jspui/handle/123456789/28321 |
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Προσθήκη ετικέτας | Περίληψη: | During the development of the teaching and learning process, the implementation of constructivist didactic strategies favors the construction of significant learning in students. For this reason, the present investigation had as objective: To promote the construction of significant learning in the students, through the implementation of constructivist didactic strategies, in the teaching and learning process of the subject of Chemistry, in the first year of Baccalaureate of La Dolorosa high school, academic year 2022-2023. For its development the inductive method was used. Since, from direct observation, it was possible to identify the problem and through bibliographic research, strategies, techniques and didactic material are selected, which optimize the teaching and learning process. In addition, it has a qualitative approach, outstanding characteristics of the teaching and learning process were identified, such as student attitudes and methodology implemented in the classroom process, so that, through the development of the intervention proposal, carry out activities that positively affect this reality. Likewise, according to the nature of the information, it is Participatory Action Research, both the researcher and the students were actively involved to promote solutions to the identified problem. It should be noted that the research took place during a short period of time, therefore, according to the temporal location, it is transversal. The results obtained with the application of the evaluation and research instruments allow to highlight the preference of the students for the constructivist didactic strategies such as experimentation, explanatory-illustrative-dialogue, learning based on challenges and case study, among others; given that, they promote the construction of significant learning in young people, by relating previous knowledge with new ones; likewise, they encourage their creativity, motivation and active participation. It was concluded that the construction of significant learning in students is enhanced by the implementation of constructivist didactic strategies in the teaching and learning process of Chemistry. Key words: didactic material, teaching-learning process, motivation, active participation. |
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