Visual Thinking para incrementar la comprensión del tiempo histórico en el Área de Ciencias Sociales
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Date
2025-11
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación se llevó a cabo con el objetivo de comprobar la eficacia de la metodología Visual Thinking en el incremento del nivel de logro de la capacidad comprende el tiempo histórico en los estudiantes de tercer grado B de secundaria de la institución educativa Fe y Alegría N° 34. La metodología Visual Thinking se fundamentó en los planteamientos de Rudolf Arnheim, en su obra Visual Thinking, publicada en 1969, y fue desarrollada posteriormente por Dan Roam, quien en su libro Tu mundo en una servilleta, publicada en 2008, presenta los pasos para su implementación. La investigación se desarrolló en un enfoque cuantitativo, con un diseño cuasiexperimental, nivel experimental y tipo investigación aplicada. La muestra estuvo conformada por 31 estudiantes en el grupo experimental y 27 estudiantes en el grupo de control. Para el análisis de resultados se utilizó pruebas estadísticas como U de Mann-Whitney, Wilcoxon, y t de Students. Los resultados obtenidos evidencian que la aplicación de la metodología Visual Thinking tuvo un impacto positivo en el desarrollo de la capacidad comprende el tiempo histórico, confirmando así la hipótesis general y demostrando la posibilidad de aplicar en otros contextos para desarrollar aprendizajes significativos.
This research was conducted with the aim of verifying the effectiveness of the Visual Thinking methodology in increasing the level of achievement of historical time comprehension in third-year secondary school students at the Fe y Alegría N° 34 educational institution. The Visual Thinking methodology is based on the ideas of Rudolf Arnheim in his 1969 book Visual Thinking, and was later developed by Dan Roam, who in his 2008 book Your World on a Napkin presents the steps for its implementation. The research was conducted using a quantitative approach, with a quasi-experimental design, experimental level, and applied research type. The sample consisted of 31 students in the experimental group and 27 students in the control group. Statistical tests such as Mann-Whitney U, Wilcoxon, and Student's t were used to analyze the results. The results obtained show that the application of the Visual Thinking methodology had a positive impact on the development of historical time comprehension skills, thus confirming the general hypothesis and demonstrating the possibility of applying it in other contexts to develop meaningful learning.
This research was conducted with the aim of verifying the effectiveness of the Visual Thinking methodology in increasing the level of achievement of historical time comprehension in third-year secondary school students at the Fe y Alegría N° 34 educational institution. The Visual Thinking methodology is based on the ideas of Rudolf Arnheim in his 1969 book Visual Thinking, and was later developed by Dan Roam, who in his 2008 book Your World on a Napkin presents the steps for its implementation. The research was conducted using a quantitative approach, with a quasi-experimental design, experimental level, and applied research type. The sample consisted of 31 students in the experimental group and 27 students in the control group. Statistical tests such as Mann-Whitney U, Wilcoxon, and Student's t were used to analyze the results. The results obtained show that the application of the Visual Thinking methodology had a positive impact on the development of historical time comprehension skills, thus confirming the general hypothesis and demonstrating the possibility of applying it in other contexts to develop meaningful learning.
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Keywords
Visual Thinking, Capacidad, Ciencias sociales, Aprendizaje, Metodología