Didactic strategies based on problem solving to develop critical thinking in elementary School Students

Abstract

The educational system in Ecuador faces important challenges due to the limited application of active strategies in teacher training, which affects the development of critical thinking and problem solving skills in basic education students. This study analyzes the obstacles to implement didactic strategies focused on real problems in students of the Eloy Alfaro Educational Unit. With a quantitative approach and a descriptive non-experimental-cross-sectional design, 256 students were surveyed, out of a total of 764, by means of a structured questionnaire. The results show that 22.3% of the students reported little implementation of practical activities by teachers, while 31.3% indicated that they participated in the search for solutions and 34% occasionally reflected on proposals in class. This finding reveals the urgent need to strengthen teacher training in innovative methodologies that integrate collaborative and reflective activities. It is concluded that optimizing these strategies will not only foster critical skills, but will also prepare students to address complex problems and actively contribute to their environment, laying the foundation for a higher quality educational system.