La lúdica y su incidencia como estrategia didáctica, enseñanza - aprendizaje de las ciencias naturales.

Abstract

Playfulness as a didactic strategy is designed with the purpose of providing new opportunities to carry out the teaching-learning process favoring the students' cognitive, social and emotional development. Playfulness acts as a creative game, in which, through their experiences, they acquire significant knowledge, which will allow them to solve difficulties in their daily lives. These games are inserted in activities which are feasible to the curricular adaptations proposed by the teacher. The present research work is guided by a descriptive and explanatory methodology with a quantitative-qualitative approach, which allows obtaining true information to determine the incidence of games as a strategy in the teaching-learning process of the students of the elementary sub-level of the "General Manuel Serrano" School belonging to the canton of El Guabo, with the objective of providing a solution to the evidenced problem. For this reason the work was carried out through the object of study, which systematized the proposed problem, which is supported with the data obtained by the field instruments, which were: a survey consisting of 10 questions applied to third grade students, a 10-question interview with teachers in the subject of Natural Sciences and an observation guide of 8 dimensions applied in the classroom environment, in addition, it is important to mention that the research conducted was supported by scientists with the necessary coefficient in the studies of the aforementioned phenomenon. The pertinent inquiries made allowed us to know the educational reality that the institution is experiencing today, that is to say, the problem that arises in the educational environment, specifically in the third year of elementary school, which consists of the scarce motivation and interest in learning Natural Sciences and this is due to the traditional strategies used by the teacher, therefore, this reflects as a result the low performance and deficit in the development of the students' abilities. In view of the evidenced needs, it is proposed as an alternative to design a didactic guide addressed to teachers in order to facilitate new strategies and interactive and participative activities with which they can improve their praxis, that is, the students' educational processes, providing them with new ways to learn creatively. Finally, it is important to mention the role that teachers should assume as mediators of content and learning of Natural Sciences, commitment and dedication should be qualities belonging to them, for the proper updating in terms of strategies to be used to educate, that is, to improve and innovate their educational praxis, so that, consider the implementation of playfulness as the ideal didactic strategy to put theory into practice, to make the experience of students a new way of learning, from their possibilities and needs in order to motivate and encourage students to educate themselves from the different environments in which they can get involved, awakening their curiosity and most importantly to be formed with criticality, creativity and experience.