Aplicación del aprendizaje colaborativo en la enseñanza de la historia

Abstract

The degree project presented below is essential in the process of obtaining the Bachelor's degree in Basic Education and is conceived as a set of all those learning acquired during the course of the pre-professional practices that we have been developing throughout our academic training. This research started from the central problem: What is the level of knowledge of the teacher about the use of the methodology of collaborative work in the teaching of History in the fifth year "A" students of the "Luz de América" School? This research has the objective of Implementing a didactic guide focused on the teaching of history in the subject of Social Studies through the development of the collaborative learning methodology, with the purpose of improving the motivation to learn about the events that have formed the history of Ecuador addressed to the 5th year students of the “Luz de América” school. The central hypothesis raised was that the collaborative learning methodology is essential to significantly achieve that student acquire comprehensive learning, therefore, the disengagement of this method in the teaching-learning process produces that there is no quality learning. During the development of the thesis, the logical historical method was applied under an epistemological approach in which various research sources were used to support our claims and provide the basis to carry out the problem addressed and therefore the creation of our investigative work. The logical historical method was used in the study of the evolution of the knowledge that has been generated regarding the benefits of the application of collaborative work and the continuous improvements that have been adapted to this strategy to obtain the desired results. Subsequently, the application of surveys was carried out towards our sample that corresponds to the teacher of the fifth year "A" and their respective students, concluding that the teacher has a knowledge of the theoretical concepts about collaborative work, however, she presents a deficiency in Regarding its application and supervision to 11 guarantee its effectiveness, and therefore the students do not acquire significant learning, but rather stress is generated by not carrying out the activities properly, feeling that not everyone works the same, it is In other words, they do not consider that everyone has a sense of responsibility, which is why they often prefer to work alone. Based on this, he opted for the design of a didactic guide in which there are various activities proposed to address the themes present in the Social Studies book in a collaborative way, in which the times and phases to follow for each activity are detailed. The purpose of the didactic guide is to become a support to the teaching practice in terms of collaborative work, through activities that allow the student to develop their knowledge under a constructivist approach that allow them to become the author of their own knowledge and in cooperation with their other classmates and under the guidance of their teacher, thus obtaining significant learning and preparing people capable of working as a team to solve problems within a society.