Impacto del aprendizaje por descubrimiento en el desarrollo de competencias sociales y cognitivas en estudiantes de tercer año de Egb.

Saida Stefania Chávez Bobadilla; Diana Catalina  Ayala Gavilanes

doi:10.70577/asce.v5i1.697

Autores/as

Saida Stefania Chávez Bobadilla Universidad Estatal de Bolívar https://orcid.org/0009-0002-2604-9139
Diana Catalina Ayala Gavilanes Universidad Estatal de Bolívar https://orcid.org/0000-0001-6110-2797

DOI:

https://doi.org/10.70577/asce.v5i1.697

Palabras clave:

Aprendizaje Por Descubrimiento, Competencias Cognitivas, Competencias Sociales, Educación Básica, Metodologías Activas, Pensamiento Crítico

Resumen

El presente estudio tuvo como objetivo analizar el impacto del aprendizaje por descubrimiento en el desarrollo de competencias cognitivas y sociales en estudiantes de tercer año de Educación General Básica de la Escuela de Educación Básica "13 de Abril", cantón Ventanas, provincia de Los Ríos, Ecuador. Se empleó un enfoque mixto con diseño cuasiexperimental de tipo pretest-postest con un grupo de 20 estudiantes. Los instrumentos utilizados incluyeron pruebas estandarizadas de competencias cognitivas, escalas de evaluación de competencias sociales y entrevistas semiestructuradas a docentes. La intervención se desarrolló durante 8 semanas mediante actividades de exploración, experimentación y resolución de problemas colaborativos. Los resultados evidenciaron mejoras estadísticamente significativas en pensamiento crítico (t(19) = 4.82, p < .001, d = 1.08), razonamiento lógico (t(19) = 3.95, p < .001, d = 0.88) y resolución de problemas (t(19) = 4.21, p < .001, d = 0.94). Asimismo, se observaron incrementos significativos en cooperación, comunicación efectiva y trabajo en equipo. El análisis cualitativo reveló percepciones positivas de los docentes respecto a la metodología implementada. Se concluye que el aprendizaje por descubrimiento constituye una estrategia pedagógica efectiva para potenciar el desarrollo integral de los estudiantes en educación básica, alineándose con las demandas educativas del siglo XXI.

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