Aplicación de estrategias neurodidácticas en el aprendizaje de Ciencias Naturales para estudiantes con dificultades de aprendizaje
DOI:
https://doi.org/10.71112/knqbrb61Palavras-chave:
neurodidáctica, dificultades de aprendizaje, Ciencias Naturales, inclusión educativa, aprendizaje significativoResumo
El presente estudio analiza la aplicación de estrategias neurodidácticas para fortalecer el aprendizaje de Ciencias Naturales en estudiantes con dificultades de aprendizaje de una institución fiscal de Ecuador. Se empleó un diseño de investigación mixto secuencial explicativo, combinando pruebas de desempeño académico con entrevistas y grupos focales para comprender el impacto de las estrategias. La intervención incluyó actividades multisensoriales, dinámicas lúdicas, experimentación práctica y pausas activas, orientadas a estimular la atención, la memoria y la motivación de los estudiantes. Los resultados evidencian que el uso de estrategias neurodidácticas favorece el aprendizaje significativo, incrementa la participación en el aula y mejora el rendimiento académico en los contenidos de Ciencias Naturales. Sin embargo, se identificaron limitaciones asociadas a la formación docente y a la disponibilidad de recursos didácticos inclusivos. Se concluye que la integración de enfoques neurodidácticos en la enseñanza de Ciencias Naturales constituye una alternativa eficaz para atender la diversidad educativa y promover la equidad en contextos inclusivos.
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