El uso de Mentefactos Conceptuales en el proceso de enseñanza- aprendizaje de la asignatura de Estudios Sociales con los estudiantes de sexto grado de Educación General Básica de la Unidad Educativa “Juan León Mera La Salle” en la ciudad de Ambato

Abstract

The present research focused on the use of conceptual mentefacts as a didactic strategy in the teaching-learning process of the subject of Social Studies, directed to students in the sixth grade of General Basic Education at the Juan León Mera La Salle Educational Unit in the city of Ambato. The purpose of this study is to evaluate the effectiveness of conceptual mentefacts to facilitate the comprehension and organization of academic contents. The research was developed with a mixed approach, the modality used was bibliographic, documentary, field and the level was descriptive. The population consisted of 60 students and 3 teachers specialized in their area. The survey was implemented as a technique and the questionnaire as an instrument. In addition, observation was used and the observation form was applied as an instrument. The results of the student surveys revealed that 65.00% were in total agreement in knowing the structure of the conceptual mentefact, considering it useful to organize information due to its effective strategy to improve comprehension and learning in the subject. The research concluded that, within the framework of the conceptual pedagogy implemented by the educational establishment, conceptual mentefacts are a highly affective tool in the teaching-learning process. Their use facilitates the structuring and understanding of contents, enhancing critical thinking and strengthening meaningful learning.