Design thinking como estrategia didáctica para el aprendizaje significativo en estudiantes del bachillerato.
Currently, education seeks to achieve meaningful learning in students where they have the opportunity to express their criteria, discover their own knowledge, be independent, achieve the development of self-confidence and self-control; these characteristics of the didactic strategy Design Thinking a...
| Autores: | , |
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad de Otavalo |
| Repositorio: | Repositorio Universidad de Otavalo |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uotavalo.edu.ec:52000/701 |
| Acceso en línea: | http://repositorio.uotavalo.edu.ec/handle/52000/701 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación Creatividad Didáctica Estrategia |
| Sumario: | Currently, education seeks to achieve meaningful learning in students where they have the opportunity to express their criteria, discover their own knowledge, be independent, achieve the development of self-confidence and self-control; these characteristics of the didactic strategy Design Thinking also allows them to maintain good social relations among other benefits; it is worth mentioning that the lack of application of active didactic strategies is one of the causes that induces the demotivation of students, being a limiting factor in the development of their creativity, turning them into passive educational subjects. The specific line of research of the present investigation was focused on the improvement of special didactics in the different educational levels. In this article the study of Design Thinking as a didactic strategy in the significant learning of high school students of the Cascales Educational Unit was approached, the research approach was quantitative under the exploratory and descriptive level, it was also documentary. A survey was applied to 22 teachers and 76 high school students; the results showed that the design thinking of students can be changed so that they work and look for innovative solutions to everyday problems; in conclusion, Design Thinking as a didactic strategy has apositive influence on significant learning applied in the classes given to the students of the Cascales Educational Unit, where it was demonstrated that creativity and design favor imagination, motivation and collaborative work. |
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