Los mapas cognitivos en la enseñanza de la Historia del Ecuador en los estudiantes de cuarto grado de Educación General Básica de la Unidad Educativa “Jerusalén” del cantón Ambato

Abstract

The present research aimed to analyze the relationship between cognitive maps and the teaching of Ecuadorian history among fourth-grade students of basic general education at the "Jerusalem" Educational Unit in the canton of Ambato. The methodology adopted a mixedmethod approach, allowing for the integration of quantitative and qualitative data to achieve a more complete understanding. The study combined three methodological modalities: the bibliographic approach, which provided theoretical support for the use of cognitive maps; the documentary approach, which facilitated the analysis of institutional documents; and the field approach, which allowed for the collection of data directly from the educational setting. The level of research was descriptive, allowing for the characterization of how cognitive maps are used in teachers' pedagogical practices and how students perceive them. The research population consisted of 25 fourth-grade students from the aforementioned educational unit. The techniques employed were a survey and an interview; the instrument used was a 12-item questionnaire for students and an interview guide for teachers. The results showed a high level of appreciation for cognitive maps, as they were described as an easy-to-use tool for a variety of topics. In conclusion, they promote critical thinking and the ability to synthesize information, making them an effective strategy for facilitating learning.