Imaginería como estrategia para estimular el aprendizaje significativo en educandos de básica primaria.

Abstract

The objective of this research was to propose the imaginary as a strategy to stimulate meaningful learning in elementary school students of the Carlos Ramírez Paris Educational Institution. Sustained mainly in the postulates of Walter Elias Disney, Muñoz (2009), Montoya (2006), Crombie and Barona (2000), Goleman (2001) and Marchesi, Coli and Palacios (2007), among others. Methodologically, the present research is under the Integral Approach-transcomplex approach, a type of Basic Purpose research, with a Comprehensive-Descriptive, Non Experimental and Transversal (Synchronous) scope. Scenarios and Key Informants consisted of one hundred and twenty six (126) students and three (3) classroom teachers. Direct observation and a semi-structured interview were applied to the teachers of the institution and a structured questionnaire with 26 items (26) that measures the variables in the institutions under study, using the Likert scale with alternative answers: Always (4), Almost Always (3), Almost Never (2), and Never (1), having the content of expert judgment. Concluding that teachers have serious deficiencies in relation to their roles as mediators of didactic processes, in this aspect, the derived results were placed in that they scarcely define the role of motivator, facilitator, counselor, mediator, consequently it negatively affects the knowledge, the In this sense, students do not motivate themselves to learn, since educators do not encourage them through didactic strategies, nor do they strive to carry out activities that attract the attention of children. They do not show pleasure when imparting their knowledge, it is remarkable, because they do not look for stimuli, either didactic material or tools which encourage the apprentices to want to learn and develop their imagination.