Estrategias metodológicas activas para generar aprendizajes significativos en estudiantes de educación básica

Abstract

Most of the world's education systems aim to develop pedagogical models that meet the cultural demands and changes of society, endeavobing to ensure that these demands are met, one of which is the theory of meaningful learning proposed by David Ausubel, whose foundation is based on rescuing his experiences from the student and developing them in a real and contextual way. Significant learning generates a large number of learning probabilities within the school context, which is why today it is one of the most effective theories within the educational system, because it promotes students to develop creativity, innovation, own criteria, among other aspects that are part of the construction of their learning, this theory, considers teachers to be a fundamental part of the learning process of students , therefore, must participate permanently and motivationally. The purpose of this work is to raise and analyze the active methodological strategies linked to the theory of meaningful learning, while demonstrating their impact on the development of learning processes, for which the methodology used was the bibliographic review of updated scientific articles. The results obtained were determined on the basis of the argumentation of methodological strategies, the central focus of which is linked to the principles of meaningful learning, the principle of which is based on experience and contextualization, so it is concluded that the application of these will significantly improve the learning teaching process.