Estrategias didácticas lúdicas y la generación de espacios óptimos de enseñanza-aprendizaje para Biología. Año lectivo 2023-2024
In the educational field, the application of playful didactic strategies in the development of the classroom process provides teachers with the opportunity to enhance the academic performance of students by generating optimal teaching-learning environments. The objective of this research was: <&l...
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| Format: | bachelorThesis |
| Jezik: | spa |
| Izdano: |
2024
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| Teme: | |
| Online pristup: | https://dspace.unl.edu.ec/jspui/handle/123456789/30185 |
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Dodaj oznaku | Sažetak: | In the educational field, the application of playful didactic strategies in the development of the classroom process provides teachers with the opportunity to enhance the academic performance of students by generating optimal teaching-learning environments. The objective of this research was: <<To promote the construction of meaningful learning in students and its consequent improvement in their academic performance, through the implementation of didactic and playful strategies that allow the generation of optimal teaching-learning spaces for the development of the subject of Biology in the second year of UGB, of "La Dolorosa" Educative Unit >>. The method used was inductive; since, through direct observation the real problem of the TLP was identified, then through bibliographic research alternatives were given to provide a solution to it; the approach is qualitative, through applied instruments, characteristics of the development of the Biology TLP were identified. On the other hand, it corresponds to the type, Participatory Action Research, since the students and the researcher were participants in the development of an intervention proposal to improve the identified reality. According to the criteria for obtaining data, it is a mixed research, having a documentary and field character, since information was sought in reliable bibliographic sources and information was also obtained directly from the subjects investigated. The results obtained showed that the ludic didactic strategies, such as: Drawing relay, crossword puzzle, damaged telephone and trivia, had a high level of acceptance by the students and favored the generation of optimal teaching-learning environments. It is concluded that students' academic performance is improved through optimal teaching-learning environments generated by the application of didactic and playful strategies. Key words: Meaningful learning, learning environments, playful techniques , academic performance. |
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