Aplicación de una estrategia activa mediante técnicas contextualizadas para atender problemas de caligrafía en estudiantes de segundo de básica elemental.

Abstract

This study aims to apply contextualized teaching techniques to reinforce handwriting problems in second-year elementary school students. This research work was carried out at the San Juan de Ilumán Bilingual Intercultural Community Educational Unit, in Otavalo, province of Imbabura. Following the return to in-person classes after the COVID-19 pandemic, difficulties are identified in the handwriting of second grade students. This led to the formulation of the following research question: ¿How to improve handwriting problems, applying an active strategy through seven teaching techniques in the second grade of basic education at the San Juan de Ilumán Educational Unit? To answer this question, we applied a diagnosis to know the level of handwriting of the students in relation to the processes of Cognitive Affective and Psychomotor Strengthening (FCAP). The study was carried out using a qualitative approach based on participant observation, which facilitated the use of instruments for a greater understanding of the practice investigated. The field diaries and the informal interview with the teacher stand out among the instruments. These instruments allowed us to highlight the importance of calligraphy and its relationship with fine motor skills, as well as the way to academically integrate these teaching techniques by aligning them with the Kichwa curriculum. Finally, through the application of the active strategy through seven contextualized techniques, its impact on second-year elementary school students can be observed. Therefore, a comparison is made between the initial diagnosis applied and the final evaluation. By which, determine in the final evaluation your calligraphy skills if they improved using the techniques for students.