Aprendizaje por descubrimiento, su alcance en la enseñanza de ciencias naturales; cuarto grado, Escuela Jacinta Valdiviezo Banegas, Huaquillas, 2022-2023.

Abstract

This research work is focused on the search for information about learning by discovery as an active method for the improvement of educational processes in the natural sciences, aimed at fourth-year students, said field study is quantitative-qualitative. , in which the methods were applied: inductive, deductive and analytical, in the same way instruments were used such as: the survey, interview and observation guide, since it allowed the processes to be systematized in a better way and to comply with the the objectives set in a total of 95 students, who were our study sample. It is important to reiterate that the project took shape from the diagnosis of the object of study, accompanied by the identification of the problem, considering that the initial purpose is focused on determining the incidence of the discovery learning method in fourth-year students of the School of Basic General Education ''Jacinta Valdiviezo Banegas'', Huaquillas Canton, school period 2021-2022. Likewise, the dependent and independent variables were delimited, accompanied by the realization of the theoretical and conceptual frameworks. In the remainder of the project, we show three chapters, each one with its significance, the core of the first chapter focuses on the study of the approach, complementary problems, objectives, theoretical framework, hypothesis, description of each of the processes that were carried out. carried out as: diagnostic, operational and investigative, and analysis of the different contexts. On several occasions we evidenced a problem within the institution in question, where there was little innovation on the part of the teachers in terms of activities based on the APD method, specifically in the natural sciences, which resulted in empty content, monotonous classes, and the repercussion on the students was evidenced through the lack of expectations and not wanting to be part of the class, which is why we noticed this worrying situation, which led us to the elaboration of our integrative proposal, which improves the teaching task, and the teaching-learning processes, through innovative activities reflected in a didactic guide, being so, that in chapter two we will find everything in accordance with the realization, and development of the integrative proposal, accompanied by resources, and matrices that promote its fulfillment. Finally, in chapter three we will find the feasibility assessment, through different analyzes together with its dimensions, without leaving aside the conclusions, and recommendations that allow us a broad vision of the degree of compliance and so that there is more veracity of the project. We accompany it with the necessary annexes, as well as the different documents that complement our writings.