Didactics in the development of pedagogical activities

Abstract

Introduction: This study analyzes the application of didactics in the development of pedagogical activities at the Washington Pazmiño Vargas Educational Unit, where a limited inclusion of innovative strategies was identified, negatively impacting the motivation, interest, and autonomous and meaningful learning of elementary school students. Materials and methods: The research employed a mixed-methods approach (qualitative and quantitative) with a descriptive design. The population consisted of 87 individuals (12 teachers and 75 students), from which a non-probability convenience sample of 3 teachers and 20 students was selected. The techniques used were direct observation of teacher performance using an observation guide and a student survey that employed a questionnaire with a three-point Likert scale supported by emotional icons. Results: Observation revealed that 100% of the teachers demonstrated excellence in the logical sequencing of activities and in the use of didactic resources. However, only 33% promoted an excellent level of active student participation. The survey indicated that 85% of students want to participate in class and 73% learn best with fun activities, although only 65% report the frequent use of games or drawings by the teacher. Discussion: The results demonstrate a consistent application of didactic principles in structural aspects, but weaknesses persist in promoting active student participation and in implementing innovative and playful strategies, creating a gap with the theoretical postulates of meaningful and experiential learning. Conclusions: It is concluded that didactics in elementary education should be a flexible and playful ecosystem. It is recommended to humanize teaching practice through greater interaction, the implementation of formative assessment, and the contextualization of didactic resources to transform theories into classroom realities.