Browsing by Author "Chicaiza Chicaiza Gerardo Alexander"

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    La micro planificación curricular en el aprendizaje de Estudios Sociales del subnivel de Educación General Básica Elemental de la Unidad Educativa Juan León Mera "La Salle" de la ciudad de Ambato
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-02) Chicaiza Chicaiza Gerardo Alexander; Castro Dávila Willyams Rodrigo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    Micro-curricular planning is a fundamental tool in the educational process, as it allows teaching to be organized and adapted to the specific needs of students, ensuring meaningful learning. In the context of Social Studies at the Elementary General Basic Education sublevel, this planning takes on special relevance as it fosters critical and civic skills from an early age. This research, conducted at the Juan León Mera "La Salle" Educational Unit in Ambato, aimed to analyze the impact of micro-curricular planning on Social Studies learning, highlighting its importance in current teaching practice. This research adopted a mixed approach, combining qualitative and quantitative methods through interviews with teachers and observations of 79 students. The results showed that micro-planning, when applied in a structured and flexible manner, significantly improves active participation, content comprehension, and the development of social skills in students. Furthermore, strategies such as gamification, collaborative work, and formative assessment were identified as key to achieving meaningful learning. This research contributes to the line of educational and didactic innovation in the Social Sciences, highlighting the need to adapt pedagogical practices to current contexts. The conclusions highlight that detailed and contextualized planning not only optimizes the teaching-learning process but also promotes an inclusive and motivating environment. It is recommended to continue strengthening teacher training in active methodologies and fostering spaces for collaborative reflection to enrich educational practice.