Estrategia psicopedagógica para fomentar la creatividad en el aula en los estudiantes de segundo año de educación general básica.

The present study analyzed creativity as a fundamental component in the learning process of second-year students of Basic General Education at Celeste Carlier Fuentes School in the canton of Quevedo, recognizing that this ability is crucial for strengthening autonomy, problem-solving, and innovation during the school stage. The general objective was to design a psychopedagogical strategy that fosters creativity in the classroom among second-year EGB students, addressing the need to overcome the limitations identified in the initial diagnosis. The research employed a mixed-methods approach with a quasi-experimental pretest-posttest design using a single group composed of twenty students selected by convenience, complemented by classroom observation, interviews with the teacher, and the application of the adapted Torrance Test, ensuring a comprehensive analysis of the process. Initial results showed that most students exhibited low to intermediate levels in independence, originality, and elaboration, while strengths were observed in fluency, participation, and self-esteem, although these were limited by the scarcity of teaching resources and the lack of support strategies. The Psychopedagogical Strategy consisted of ten sessions over five weeks, focusing on plastic, musical, bodily, narrative, and three-dimensional expression, previously validated by experts with a 90% rating for relevance, coherence, and feasibility. After implementation, a significant increase was observed in levels of fluency, originality, flexibility, and independence, although elaboration remained the weakest criterion, highlighting the need to maintain the strategy consistently over time. It was concluded that the implementation of the psychopedagogical program represented an effective alternative to foster creativity in the classroom, contributing benefits both to academic performance and the integral development of students.

• 1. autor: Carrillo Chévez, Betsy Alexandra (author)
• Format: bachelorThesis
• Język: spa
• Wydane: 2025
• Hasła przedmiotowe: Creatividad; Educación básica; Estrategia psicopedagógica; Pensamiento creativo
• Dostęp online: https://repositorio.uteq.edu.ec/handle/43000/9093