Aprendizaje basado en la Investigación para mejorar la competencia Construye interpretaciones históricas en educación secundaria
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Date
2025-11
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
En un contexto educativo que exige metodologías más activas y reflexivas, la presente investigación se propuso fortalecer la competencia Construye interpretaciones históricas (CIH) en estudiantes que cursan 2° de secundaria mediante la aplicación del Aprendizaje Basado en la Investigación (ABI). El estudio se desarrolló bajo un enfoque cualitativo con diseño de investigación-acción, permitiendo comprender, intervenir y reflexionar sobre el proceso de enseñanza-aprendizaje en el área de Ciencias Sociales (CC.SS.). Se emplearon instrumentos como diarios de campo docente, fichas de investigación para el estudiante y una guía para el docente basadas en las subcategorías de la metodología del ABI (orientación, conceptualización, investigación, conclusión) para recopilar información durante las distintas fases del trabajo pedagógico. Se evidencio un desarrollo considerable en la capacidad investigativa en los estudiantes para analizar fuentes históricas, reconocer causas y consecuencias, y explicar los cambios y permanencias en los procesos históricos. Asimismo, se observó un incremento en la autonomía, la argumentación y la participación activa de los estudiantes. En conclusión, la aplicación del ABI permitió transformar la práctica docente, también promueve el aprendizaje significativo en los estudiantes y desarrolla el pensamiento crítico y la competencia CHI permitiendo identificarse como protagonista en la construcción colectiva de la nación peruana y del mundo.
In an educational context that demands more active and reflective methodologies, this research aimed to strengthen the competency Builds Historical Interpretations (BHI) in second-grade secondary school students through the implementation of the Inquiry-Based Learning (IBL) approach. The study followed a qualitative approach with an action research design, allowing the understanding, intervention, and reflection on the teaching–learning process in the area of Social Sciences. Data were collected through instruments such as teachers’ field journals, student research sheets, and a teacher’s guide based on the subcategories of the IBL methodology (orientation, conceptualization, research, and conclusion), which were applied during the different phases of the pedagogical process. The results revealed a significant development in students’ investigative abilities to analyze historical sources, identify causes and consequences, and explain changes and continuities in historical processes. Likewise, an increase was observed in students’ autonomy, argumentation, and active participation. In conclusion, the implementation of the IBL methodology transformed teaching practices, promoted meaningful learning, and fostered critical thinking and the competency Builds Historical Interpretations, enabling students to recognize themselves as protagonists in the collective construction of the Peruvian nation and the world.
In an educational context that demands more active and reflective methodologies, this research aimed to strengthen the competency Builds Historical Interpretations (BHI) in second-grade secondary school students through the implementation of the Inquiry-Based Learning (IBL) approach. The study followed a qualitative approach with an action research design, allowing the understanding, intervention, and reflection on the teaching–learning process in the area of Social Sciences. Data were collected through instruments such as teachers’ field journals, student research sheets, and a teacher’s guide based on the subcategories of the IBL methodology (orientation, conceptualization, research, and conclusion), which were applied during the different phases of the pedagogical process. The results revealed a significant development in students’ investigative abilities to analyze historical sources, identify causes and consequences, and explain changes and continuities in historical processes. Likewise, an increase was observed in students’ autonomy, argumentation, and active participation. In conclusion, the implementation of the IBL methodology transformed teaching practices, promoted meaningful learning, and fostered critical thinking and the competency Builds Historical Interpretations, enabling students to recognize themselves as protagonists in the collective construction of the Peruvian nation and the world.
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Keywords
Aprendizaje Basado en la Investigación, Fases, Metodología activa, Construye interpretaciones históricas, Plan de acción, Capacidades investigativas