Materiales lúdicos y su incidencia en la enseñanza de geografía, tercer y cuarto grado, Escuela Dr. Federico González Suárez, 2022-2023.

Abstract

Geography is a fundamental part of student learning, because it allows them to know the reality of their environment, how it is organized, constituted and what implications the actions they carry out in it have; however, today it has been devalued as a science, developing its teaching process theoretically and with little approach to reality. This is mainly due to many factors, one of which is the limited use of educational material in class by the teacher, due to a lack of initiative and a state of conformism with the resources available. For this reason, the present investigation aims to determine the incidence of recreational materials in the teaching of Geography to third and fourth grade students of the Dr. Federico González Suárez school, with the purpose of demonstrating that these innovative means are the most feasible to the process, and allow students to develop the necessary knowledge in the area of Geography through educational games. For this purpose, a quantitative-qualitative methodological design has been used, applying instruments such as the student survey questionnaire, an interview guide for teachers and observation of the teaching-learning process. Due to its level, the research was of a descriptive, explanatory, relational and purposeful type, in order to have a closer approach to the reality studied, and to deepen the collection of information, and this through the bibliographic and field modality. For the purpose of analysis and interpretation, a triangulation of data was carried out, which allowed contrasting the information collected and establishing results. Therefore, it was established in the first place that students have difficulties in learning Geography, especially with the location in the local environment and the location of places using cartographic material such as maps, plans and sketches. This is due to the fact that teachers do not use the appropriate materials and resort only to school textbooks, blackboards, images, among others; what generates in the students, little motivation and interest in the classes, contributing to a deficit in learning, and therefore to a setback in the development of skills. Secondly, that the main cause for teachers to use the same materials is the limited didactic and playful knowledge to elaborate and implement newer ones, as well as the scarce time available for their realization. It can be concluded that, in order to reduce these difficulties in student learning, and likewise improve the teaching of Geography, the implementation of innovative playful materials is needed. These will not only serve as a tool for the teacher, but will also allow students to interact with him, through educational games, experimenting with shapes, colors and textures that represent the geographical environment. It should be mentioned that these materials are feasible, because they do not require a higher cost and have a positive impact on students, by enhancing their observation and imagination capabilities.