Estrategias metodológicas para el proceso de enseñanza-aprendizaje de estudios sociales en séptimo de educación general básica. Estudio de caso

Abstract

This research work responds to the importance of using strategies for teaching Social Studies because they encourage the activity and participation of the student in their training process. The objective is: to analyze the relevant methodological strategies for the teaching-learning process of Social Studies in the seventh grade of Basic Education. To carry out this research, the qualitative methodological approach was followed, and as a methodological design, a case study was carried out in which three grade teachers and 42 students participated; The techniques used to obtain the data were: participant observation and semi-structured interview. The results obtained show that the teachers recognize the importance of teaching Social Studies because they contribute to the formation of individuals capable of contributing to the development of society; For this, they consider the use of active teaching strategies fundamental, however, there is a discrepancy between what they mention and what they do, since they do not execute active methodological strategies, but rather traditional strategies that increase disinterest and demotivation and that prevent the group of students participate in their training process; Added to this, it is evident that teachers use class hours to carry out activities that do not correspond to the subject. In conclusion, it is argued that the most appropriate strategies for the teaching-learning of Social Studies are those that encourage the active participation of students, such as Project-Based Learning, Problem-Based Learning, Game-Based Learning, among others.