Application of neurodidactic strategies in the learning of Natural Sciences for students with learning difficulties
DOI:
https://doi.org/10.71112/knqbrb61Keywords:
neurodidactics, learning disabilities, Natural Sciences, educational inclusion, meaningful learningAbstract
This study analyzes the application of neurodidactic strategies to strengthen the learning of Natural Sciences among students with learning disabilities at a public institution in Ecuador. A sequential explanatory mixed-method research design was used, combining academic performance tests with interviews and focus groups to understand the strategies' impact. The intervention included multisensory activities, playful dynamics, practical experimentation, and active breaks, aimed at stimulating students' attention, memory, and motivation. The results show that the use of neurodidactic strategies promotes meaningful learning, increases classroom participation, and improves academic performance in Natural Sciences content. However, limitations associated with teacher training and the availability of inclusive teaching resources were identified. It is concluded that the integration of neurodidactic approaches in Natural Sciences teaching constitutes an effective alternative for addressing educational diversity and promoting equity in inclusive contexts.
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