Didactic intervention to develop significant learning in the subject Philosophy. Case study at the Chiquilistagua Public School in Managua
DOI:
https://doi.org/10.5377/rtu.v12i34.16339Keywords:
Meaningful learning, Subject Philosophy, Constructivism, Didactic interventionAbstract
The present study arises from one of the sub lines of research of the UNAN-Managua, such as the Training and updating of teachers and product of the research work of specialists in Didactics of Social Sciences, about the strategies that are implemented in the learning process in the subject Philosophy, which is part of the curriculum of Secondary Education of the Ministry of Education (MINED), so a case study was conducted consisting of the application of a didactic proposal in the subject Philosophy with students of 11th grade. The objective of this study was to apply a didactic proposal applying constructivist learning strategies to generate significant learning in the students. In this case, learning strategies were applied that allowed student-student, student-content and student-teacher interaction, in this process a diagnostic test was applied to identify the students' pre-knowledge, and corporal expression was also used as a learning resource for the codification and decoding of messages, realization and analysis of case studies. During the intervention, the students assumed the role of protagonist of their learning and the teachers as facilitators of learning tools that facilitated the construction of knowledge. In addition, this type of research allowed the researchers to improve their teaching practice, which is one of MINED's strategic lines of action, reaching the conclusion that new tools on didactic strategies were provided for other teachers to improve their teaching practice in the subject of Philosophy. The students participated actively in each of the didactic sessions, showing motivation and interest in the subject, through the didactic strategies designed with a constructivist perspective, facilitating understanding, assimilation and significant learning.
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