Metodologías Activas y Participativas en la Praxis Pedagógica: Protagonismo Estudiantil en el Proceso de Enseñanza-Aprendizaje
Introduction. Teaching at the upper secondary level currently faces the challenge of moving beyond traditional models focused on unidirectional content transmission, toward pedagogical approaches that foster active participation, critical thinking, and the development of student competencies. Object...
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| Autores principales: | , , , , |
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| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
2025
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=10440396 |
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| Sumario: | Introduction. Teaching at the upper secondary level currently faces the challenge of moving beyond traditional models focused on unidirectional content transmission, toward pedagogical approaches that foster active participation, critical thinking, and the development of student competencies. Objective. To analyze the impact of participatory strategies on learning, considering that the persistence of traditional approaches highlights the need to incorporate methodologies that promote cognitive skill development, knowledge construction, and academic motivation. Methodology. A mixed-methods approach was designed, applying both quantitative and qualitative techniques. Likert-type surveys and semi-structured interviews were used, complemented by an operationalization matrix validated by subject-matter experts. Results. The data obtained show that students value the use of playful resources and the opportunity to express their ideas, although weaknesses were identified in collaborative work, willingness to conduct inquiry, and the appropriation of abstract content. Conclusions. It is concluded that the implementation of participatory methodologies improves students’ attitudes toward learning, stimulates intellectual curiosity, and supports holistic development. However, their effectiveness depends on rigorous planning, resource availability, and teacher training. Strengthening professional development, equipping institutions with appropriate materials, incorporating structured didactic guides aligned with the curriculum, promoting a culture of pedagogical innovation, and consolidating networks for professional exchange are essential. |
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