Aprendizaje experiencial cooperativo para la enseñanza de historia,estudiantes 6to año, Escuela “Oscar Efren Reyes”, El Guabo, 2023-2024

Abstract

The teaching of history is the indispensable educational process in knowledge about events, characters, cultures and the past of the historical events that have shaped the present, which will have repercussions in the future, where a series of forms and methodologies are incorporated according to the pedagogical approach, as well as resources and context in which it is developed. In this way, the present work focuses on cooperative experiential learning, integrating practical and collaborative experiences through debates, role-playing and simulations about events or happenings that allow students to promote social and communication skills. It is essential to indicate that it began with the diagnosis of the object of study, to later identify the central educational problem, which was the teaching method used by the teacher, so the inquiry focuses on determining the incidence of the cooperative experiential learning method for the teaching of history in sixth grade students of the Oscar Efrén Reyes basic education school. El Guabo, 2023-2024, so it is presented as a challenge to include the diversity of perspectives, avoiding biased views on contemporary issues, providing opportunities for exploration, deep and meaningful understanding.hThe selected methodology responds to a quantitative-qualitative approach through the application of data collection instruments to verify the educational reality, in this way to support the object of study, such as the survey of the 89 students and interviews with 3 teachers corresponding to the sixth grade parallels, with this information the integration of methods in the teaching of history is analyzed, through an explanatory descriptive level, bibliographic and field modality for the construction of the theoretical framework. Through the analysis and interpretation of the data obtained, it was possible to know that teachers use the deductive, inductive and comparative teaching method according to the contents, however students require that participatory and social skills be promoted, through the integration of activities, strategies that promote collaborative learning and research, in this sense the design of a didactic guide is presented as a proposal in order to deepen about the advantages offered by the cooperative experiential learning method in the teaching of history.