Browsing by Author "Villa Parra Génesis Raquel"

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    El modelo constructivista en la enseñanza de Ciencias Naturales; bloque curricular “relación entre los seres vivos”, con los estudiantes de Noveno Grado de Educación General Básica en la Unidad Educativa “Planeta Azul”, de la ciudad de Ambato
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-21) Villa Parra Génesis Raquel; Miranda Ramos Drawin Patricio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    This research work analyzes the implementation of the constructivist model in the teaching of Natural Sciences, specifically in the curricular block “Relationship between living beings”, with ninth grade students of the “Planeta Azul” Educational Unit in Ambato, Ecuador. This model, focused on the active construction of knowledge, seeks to foster critical, creative and collaborative skills in students, connecting academic content with their immediate environment. The research, with a mixed approach (qualitative-quantitative), used techniques such as surveys, interviews and observations to collect data on the perceptions of students and teachers, as well as on the pedagogical practices applied. The results showed that, although teachers have theoretical knowledge of the constructivist model, its practical implementation is limited, with elements of the traditional model predominating. Barriers were identified as the lack of systematic didactic strategies, the scarce consideration of the students' previous knowledge and the disconnection between the didactic materials and the students' daily life. The research concludes with the need to strengthen teacher training in constructivist strategies, design contextualized materials and promote pedagogical practices that integrate creativity, collaborative work and problem solving. This study provides an innovative proposal to improve the teaching of Natural Sciences through the transition to a more consistent and effective constructivist model, aligned with the needs of the current educational context.