Historias Encadenadas como estrategia didáctica activa lúdica para la enseñanza de las Ciencias Integradas, con enfoque en el área de Lengua y Literatura, para alumnos de 6to año de la Unidad Educativa Comunitaria Intercultural Bilingüe (UECIB) “ABC” de Tenta

Abstract

The objective of this research is to apply playful learning as an active didactic strategy, called Chained Stories, with sixth grade students of Basic General Education, of the Bilingual Intercultural Community Educational Unit "ABC" of San Pablo de Tenta. The investigative process was developed with the participation of the teacher and the sixth-grade students, designing, applying and evaluating an inter-learning guide in which Integrated Sciences were worked on, with cultural and linguistic relevance, relying on the Bilingual Intercultural Education System Model. (MOSEIB, 2014) and the (Kichwa National Curriculum, 2017). The design of this research is Field, with a qualitative approach through the use of open interviews, field diaries and participant observation, that allowed the gathering of information for our investigation. The results obtained from the application of the playful learning didactic strategy were: to generate a positive interaction between teacher-students to improve teaching-learning in the area of language and literature, so that resources were used in a timely manner. and strategies to achieve meaningful learning, as proposed by MOSEIB (2014), guaranteeing students a quality education with cultural relevance. Therefore, a playful-active environment was fostered in the classroom context of the sixth grade of EGB. generate a positive interaction between teacher-students to improve teaching-learning in the area of language and literature, so that resources and strategies were used in a timely manner to achieve meaningful learning, as proposed by MOSEIB (2014), guaranteeing students quality education with cultural relevance. Therefore, a playful-active environment was fostered in the classroom context of the sixth grade of EGB. generate a positive interaction between teacher-students to improve teaching-learning in the area of language and literature, so that resources and strategies were used in a timely manner to achieve meaningful learning, as proposed by MOSEIB (2014), guaranteeing students quality education with cultural relevance. Therefore, a playful-active environment was fostered in the classroom context of the sixth grade of EGB.