Metodologías activas para la enseñanza y aprendizaje de los estudios sociales

Abstract

Social demands demand from the school the formation of citizens capable of learning autonomously throughout life, for which it has active methodologies for the innovative practice of teaching and learning Social Studies; however, these are not used sufficiently. In order to find updated information on the subject that contributes to improving the teaching-learning process of this science, a systematized bibliographic study was developed using the bibliographic review method and the content analysis technique. Among the main findings are the foundation of active methodologies in constructivist theory that focus the teaching-learning process on the student, as well as its uniqueness in favoring active participation and cooperative work relationships, having as a didactic-methodological resource solving real problems, rejecting the memory process, and pursuing creativity and critical reflection. For Basic Education, cooperative work, problem-based learning, case analysis, flipped classroom, learning and service, role plays, concept maps and projects are recommended; as well as other methodological alternatives (diagram of UVE and timeline). Cooperative strategies include questions and answers, field trips or trips to places, dialogue journals, puzzles, and role play. The expositive method is widely used in social science teaching-learning strategies, experts recommend combining it with interactive activities and active didactic tasks.