Percepciones de los docentes sobre la enseñanza de las ciencias sociales: un enfoque fenomenológico
DOI:
https://doi.org/10.48017/dj.v11i4.3862Palabras clave:
Enfoque fenomenológico, percepciones, Estudios socialesResumen
Este estudio exploró las percepciones de los docentes de Ciencias Sociales de educación secundaria sobre el uso de sistemas de gestión del aprendizaje (LMS, por sus siglas en inglés). Ocho docentes del La Union Cultural Institute y del Saint Louis College participaron en entrevistas semiestructuradas presenciales. Mediante el método fenomenológico descriptivo de Giorgi, los datos se analizaron a través de procedimientos fenomenológicos sistemáticos que incluyeron la identificación de unidades de significado, su transformación y su síntesis en temas. Surgieron dos temas clave: el fomento de la creatividad a través del uso de los LMS por parte de los docentes, y la retroalimentación sistemática que orienta la enseñanza de las Ciencias Sociales mediante estas plataformas. Estos hallazgos indican que los LMS facilitan prácticas de instrucción creativas, apoyan el aprendizaje centrado en el estudiante y permiten establecer mecanismos de retroalimentación estructurados. El estudio concluye que las experiencias vividas por los docentes ponen de relieve el papel de los LMS como una herramienta pedagógica que moldea las estrategias de instrucción y mejora la eficacia de la enseñanza en el área de Ciencias Sociales. Se recomienda que los docentes aprovechen las funcionalidades de los LMS, tales como los recursos multimedia y las herramientas interactivas, para enriquecer la labor educativa.
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Derechos de autor 2026 Rowena Tadios, Hannah Camiring Picpican
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