Lineamientos para el uso de estrategias didácticas que promueven aprendizajes significativos

Ana Teresa Berrios Rivas; Isabel Cristina Meléndez Mogollón; Esperanza Marbella Palencia Gutiérrez; Elsa Josefina  Pezo Ortíz

doi:10.55867/qual28.01

Authors

Ana Teresa Berrios Rivas Instituto Superior Tecnológico Tecnoecuatoriano - Ecuador
Isabel Cristina Meléndez Mogollón Instituto Superior Tecnológico Tecnoecuatoriano - Ecuador
Esperanza Marbella Palencia Gutiérrez Pontificia Universidad Catolica del Ecuador Sede Esmeraldas (PUCESE) - Ecuador
Elsa Josefina Pezo Ortíz Instituto Superior Tecnológico Tecnoecuatoriano - Ecuador

DOI:

https://doi.org/10.55867/qual28.01

Keywords:

guidelines, didactic strategies, meaningful learning, nursing

Abstract

The present research has a quantitative, field approach, with a non-experimental design, which aimed to formulate guidelines for the use of Didactic Strategies in the promotion of Significant Learning by Teachers of the UDE Nursing Program. The population was made up of 120 teachers, to whom a structured questionnaire was applied to diagnose the level of knowledge about meaningful learning, teaching strategies that promote it, as well as the use of these in their teaching performance. To analyze the data, descriptive statistics were used through percentages, using the simple frequency distribution and measures of central tendencies required according to the study variables. It was found that 83 (69%) on average of teachers lack knowledge about meaningful learning and the types of teaching strategies that promote it. Likewise, it was evident that the strategy most used by them corresponds to exposure throughout the class. Based on the results, guidelines are formulated concerning the use of Teaching Strategies that promote Meaningful Learning, to offer alternatives to direct, channel, and encourage the achievement of learning in students.

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Author Biographies

Isabel Cristina Meléndez Mogollón, Instituto Superior Tecnológico Tecnoecuatoriano - Ecuador

Profesora Investigadora en el Instituto Superior Tecnológico Tecnoecuatoriano. Licenciada en Enfermería y Máster en Gestión de la Seguridad Clínica del Paciente y Calidad de la Atención Sanitaria. Investigadora en el área de salud pública y formación en enfermería.

Esperanza Marbella Palencia Gutiérrez, Pontificia Universidad Catolica del Ecuador Sede Esmeraldas (PUCESE) - Ecuador

The present research has a quantitative, field approach, with a non-experimental design, which aimed to formulate guidelines for the use of Didactic Strategies in the promotion of Significant Learning by Teachers of the UDE Nursing Program. The population was made up of 120 teachers, to whom a structured questionnaire was applied to diagnose the level of knowledge about meaningful learning, teaching strategies that promote it, as well as the use of these in their teaching performance. To analyze the data, descriptive statistics were used through percentages, using the simple frequency distribution and measures of central tendencies required according to the study variables. It was found that 83 (69%) on average of teachers lack knowledge about meaningful learning and the types of teaching strategies that promote it. Likewise, it was evident that the strategy most used by them corresponds to exposure throughout the class. Based on the results, guidelines are formulated in relation to the use of Teaching Strategies that promote Meaningful Learning, with the purpose of offering alternatives to direct, channel and encourage the achievement of learning in students.

Elsa Josefina Pezo Ortíz, Instituto Superior Tecnológico Tecnoecuatoriano - Ecuador

The present research has a quantitative, field approach, with a non-experimental design, which aimed to formulate guidelines for the use of Didactic Strategies in the promotion of Significant Learning by Teachers of the UDE Nursing Program. The population was made up of 120 teachers, to whom a structured questionnaire was applied to diagnose the level of knowledge about meaningful learning, teaching strategies that promote it, as well as the use of these in their teaching performance. To analyze the data, descriptive statistics were used through percentages, using the simple frequency distribution and measures of central tendencies required according to the study variables. It was found that 83 (69%) on average of teachers lack knowledge about meaningful learning and the types of teaching strategies that promote it. Likewise, it was evident that the strategy most used by them corresponds to exposure throughout the class. Based on the results, guidelines are formulated in relation to the use of Teaching Strategies that promote Meaningful Learning, with the purpose of offering alternatives to direct, channel and encourage the achievement of learning in students.

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