El desarrollo del aprendizaje significativo en el contexto de escuelas multigrado desde utilización de métodos que promueven el trabajo cooperativo

Abstract

This monographic work is located in multigrade schools which are recognized as educational centers in which children of different ages and cognitive levels share the same space called the classroom, generally under the tutorship of a single teacher; therefore, the provisions of these institutions become a present reality in the Ecuadorian context. However, according to various investigations, the training of future teachers is not adequately covered with reference to this educational context, focusing on teaching methods and strategies that promote the development of an adequate teaching-learning process with significant purposes. Under this background, this monographic research arises that aims to argue in a bibliographical way about the methods that propose the strategy called cooperative work, to develop significant learning. In order to achieve this stated objective, a critical reading and review of different bibliographic sources has been carried out to organize the information in three chapters, which cover the topics: cooperative work, meaningful learning, multigrade schools as well as the adequate interrelation and justification between the topics through two designed and exposed plans, in which the necessary theory is addressed to recognize that meaningful learning is possible in this context under adequate teacher preparation. This research led to the conclusion that cooperative work can be used as a didactic strategy for the development of meaningful learning, to the extent that the teacher applies the methods investigated with potentially significant materials, so that students perform activities based on in their previous experiences and new information, allowing them to modify their cognitive structure through problem solving and projects, that is, what they learn becomes functional work.