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

Authors

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

Keywords:

Discovery Learning, Cognitive Competencies, Social Competencies, Elementary Education, Active Methodologies, Critical Thinking

Abstract

This study aimed to analyze the impact of discovery learning on the development of cognitive and social competencies in third-grade students of Basic General Education at "13 de Abril" Elementary School, Ventanas, Los Ríos Province, Ecuador. A mixed-methods approach with a quasi-experimental pretest-posttest design was employed with a group of 20 students. Instruments included standardized cognitive competency tests, social competency assessment scales, and semi-structured teacher interviews. The intervention was implemented over 8 weeks through exploration, experimentation, and collaborative problem-solving activities. Results showed statistically significant improvements in critical thinking (t(19) = 4.82, p < .001, d = 1.08), logical reasoning (t(19) = 3.95, p < .001, d = 0.88), and problem-solving (t(19) = 4.21, p < .001, d = 0.94). Significant increases were also observed in cooperation, effective communication, and teamwork. Qualitative analysis revealed positive teacher perceptions regarding the implemented methodology. It is concluded that discovery learning constitutes an effective pedagogical strategy for enhancing the integral development of students in basic education, aligning with 21st-century educational demands.

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References

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