Teaching practices for promoting significant learning: analysis of the student's active role in social studies in basic general education
Keywords:
Meaningful learning, Social Studies, playful strategy, student agency, basic educationAbstract
Introduction: This study analyzes pedagogical strategies to promote meaningful learning in Social Studies in Basic General Education (EGB), focusing on the active role of the student. Based on theories such as those of Ausubel (2000), it identifies limitations of traditional methods and proposes a playful strategy based on games to improve participation and comprehension in fourth grade. Materials and methods: A mixed methodological design (qualitative-quantitative) was used with classroom observations, pedagogical tests, teacher interviews and documentary analysis in a sample of 16 students and 2 teachers from Cayambe School (Ecuador). The intervention included three phases: diagnosis, educational game design and validation. Results: The findings showed 97% active participation and 98% improvement in conceptual comprehension post-intervention. The playful activities proved to be effective in linking curricular content with student reality. Discussion: The game-based strategy overcame the limitations of traditional methods, although the need to replicate the study in other contexts and integrate digital tools was noted. Validation by specialists confirmed its innovation and applicability. Conclusion: The game-based strategy is effective in promoting student agency and meaningful learning in Social Studies, and its adaptation to other curricular areas is recommended.
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