Juegos de estrategia como recurso didáctico para fomentar el aprendizaje significativo
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Fecha
2021
Autores
Luna Laguado, Mariluz
Correa Quintero, Valentina
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tiene como objetivo fomentar el aprendizaje significativo de los estudiantes del grado octavo de la IECAN mediante la implementación de juegos de estrategia, como recurso didáctico, en el aula de clase. Para esto se plantea en primera instancia, establecer los momentos pedagógicos que incluyan juegos de estrategia, como recurso didáctico; posteriormente, se evalúa el aprendizaje significativo de los estudiantes a través de la descripción de su experiencia; finalmente, se diseñó el protocolo de implementación de los juegos de estrategia como recurso didáctico. De igual manera, se crearon las categorías centrales de Juego, Aprendizaje significativo y Emociones, que tienen como principales referentes teóricos a Piaget, Ausubel y Wang, respectivamente. La metodología implementada fue un paradigma dialógico, con un enfoque cualitativo y un diseño fenomenológico. El tipo de muestra pertenece a las orientadas a la investigación cualitativa; una muestra no probabilística por conveniencia, de 9 adolescentes del grado octavo de la institución educativa Antonio Nariño, que cuentan con acceso a internet y a los equipos necesarios.
Las técnicas e instrumentos utilizados fueron el cuestionario, la observación participante mediante el diario de campo, y la entrevista semiestructurada a través de un grupo focal. Asimismo los resultados obtenidos llevaron a concluir que los juegos de estrategia como recurso didáctico en el aula de clase propician aspectos como la motivación, la diversión, el disfrute; que de alguna manera mitigan el estrés que genera asistir a una clase. Además de que se evidencia el aprendizaje significativo en los estudiantes mediante la aplicación del juego como recurso didáctico; y postula a la creatividad como un factor determinante para implementar este tipo de estrategias.
The present research aims to promote the meaningful learning of students of the eighth grade of the IECAN through the implementation of strategy games, as a didactic resource, in the classroom. For this, it is proposed in the first instance, to establish the pedagogical moments that include strategy games, as a didactic resource; subsequently, the significant learning of the students is evaluated through the description of their experience; finally, the strategy games implementation protocol was designed as a didactic resource. Similarly, the main categories of Game, Meaningful Learning and Emotions were created, which have Piaget, Ausubel and Wang, respectively, as their main theoretical references. The methodology implemented was a dialogic paradigm, with a qualitative approach and a phenomenological design. The type of sample belongs to those oriented to qualitative research; a non-probabilistic convenience sample of 9 eighth grade adolescents from the Antonio Nariño educational institution, who have access to the internet and computers. The techniques and instruments used were the questionnaire, participant observation through the field diary, and the semi-structured interview through a focus group. Likewise, the results obtained led to the conclusion of the strategy games as a didactic resource in the classroom, which promote aspects such as motivation, fun, enjoyment; that somehow mitigate the stress of attending a class. In addition to the fact that significant learning is evidenced in students through the application of the game as a didactic resource; and postulates creativity as a determining factor to implement this type of strategy.
The present research aims to promote the meaningful learning of students of the eighth grade of the IECAN through the implementation of strategy games, as a didactic resource, in the classroom. For this, it is proposed in the first instance, to establish the pedagogical moments that include strategy games, as a didactic resource; subsequently, the significant learning of the students is evaluated through the description of their experience; finally, the strategy games implementation protocol was designed as a didactic resource. Similarly, the main categories of Game, Meaningful Learning and Emotions were created, which have Piaget, Ausubel and Wang, respectively, as their main theoretical references. The methodology implemented was a dialogic paradigm, with a qualitative approach and a phenomenological design. The type of sample belongs to those oriented to qualitative research; a non-probabilistic convenience sample of 9 eighth grade adolescents from the Antonio Nariño educational institution, who have access to the internet and computers. The techniques and instruments used were the questionnaire, participant observation through the field diary, and the semi-structured interview through a focus group. Likewise, the results obtained led to the conclusion of the strategy games as a didactic resource in the classroom, which promote aspects such as motivation, fun, enjoyment; that somehow mitigate the stress of attending a class. In addition to the fact that significant learning is evidenced in students through the application of the game as a didactic resource; and postulates creativity as a determining factor to implement this type of strategy.
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Palabras clave
Juego, Didáctica, Aprendizaje significativo, Emociones, Estrategia, Game, Didactics, Meaningful learning, Emotions, Strategy
