Aprendizaje cooperativo como estrategia didáctica en la enseñanza de ciencias naturales, octavo noveno, Colegio Bachillerato 9 de mayo, Machala, 2021-2022

Abstract

The present investigation was carried out in the city of Machala, in the "9 de Mayo" High School, during the months of November 2021 to September 2022, and arises from a problem diagnosed in eighth and ninth grade teachers, the didactic strategies that they currently carry out in natural science classes are not very motivating, rigid and lack dynamism, in addition to the lack of social interaction and cooperativeness. The theoretical foundation that supports this research is based on Piaget's constructivist theory. The study was approached from a qualitative-quantitative perspective, with regard to the methodology, the following instruments were applied: observation guide, interview, survey, with a universe of 3 teachers and 68 students. This research work is structured in three chapters. In chapter I, it deals with the topics of the diagnosis of the investigated object, as well as the main objective, to determine the incidence of cooperative learning as a didactic strategy in the teaching of natural sciences, in students of the eighth-ninth grade of the Colegio Bachillerato "May 9", Machala, 2021-2022, in this way cooperative learning was recognized as an independent variable and the teaching of natural sciences as a dependent variable. Subsequently, the bibliographic information was documented, through an exhaustive review of books, scientific articles, documents and other reliable bibliographic sources of the area under investigation. Likewise, in said chapter, the formulation of hypotheses, the research methodology, operationalization of variables, discussion of results, requirement and justification of the intervention are carried out. Among the most relevant findings, it is found that the difficulty of working as a team is the main challenge that teachers face, as well as the low student participation, which is worrying since these include other difficulties such as demotivation, lack of of communication, little interest, factors that result in students not actively participating in class and what prevents a pleasant and interactive class. In consideration of the above, a didactic guide was developed to achieve the active participation of eighth and ninth grade students in the teaching-learning process in the natural sciences class, through the application of techniques based on cooperative learning. In this, a brief explanation of each of the techniques and how to carry them out in different eighth and ninth grade topics and a learning self-assessment instrument is made. Everything corresponding to the integrating proposal is located in chapter II. With regard to chapter III, it is intended for the assessment of the feasibility in which the analysis of the technical, economic, social and legal dimensions are mentioned. Finally, it remains to mention that the importance of cooperative learning is based on active learning, which allows students to analyze and reflect properly, promoting participation in the classroom, as well as reinforcing teamwork and social relationships. For this reason, the integrating proposal is correctly and adequately designed to solve the problem detected, in the investigative process.