Participatory didactic strategy for teaching the didactics of natural sciences
DOI:
https://doi.org/10.62305/alcon.v5i5.867Keywords:
active learning; educational innovation; meaningful learning; student participation; teacher trainingAbstract
The teaching of Natural Sciences faces challenges in transforming traditional methodologies toward participatory and active approaches. This research contributes to projects at the University of Southern Manabí (UNESUM), specifically the project "Guided Tasks and Psycho-pedagogical Support to Strengthen Student Learning in Public Basic Education in Jipijapa - Phase II 2024" and the project "Strengthening the Didactic-Pedagogical Level of Teachers in Educational Institutions of the Jipijapa Canton." The objective is to design a participatory didactic strategy for teaching the Didactics of Natural Sciences to sixth-semester students in the Education program at UNESUM, promoting innovative competencies and meaningful learning. A descriptive qualitative approach is used with randomly selected students, employing interviews, direct observation, and analysis of experiences. The results demonstrate that participatory strategies—practical activities, technological resources, and inclusive methodologies—foster motivation, conceptual understanding, and the active construction of scientific knowledge. A positive impact is observed on the ability of future teachers to design innovative proposals. Integration with projects allows these strategies to be transferred to basic education, strengthening their social and educational impact. The strategy contributes to the training of competent teachers and to the quality of education in Natural Sciences.
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