MEANINGFUL LEARNING OF GEOGRAPHICAL CONCEPTS IN HIGH SCHOOL
Keywords:
geographical space, social actors, processes, meaningful learningAbstract
The aim of this article is to analyze the impact of the use of teaching strategies from a constructivist approach and the critical mainstream of Geography in the learning of geographical concepts. The work specifically aims to evaluate the usefulness of handling geographical concepts for the construction of meaningful learning. The methodology used is a quasi-experimental investigation with two intact groups, in which we worked during six sessions. Were two different conditions of the independent variable (teaching model): significant learning and traditional learning. Both groups answered instruments such as the Geography knowledge test, personal epistemology, academic motivation and metacognitive awareness, to guarantee the equivalence of groups in these variables. These instruments are applied in Unit 6 of the study program (1996) of the Escuela Nacional Preparatoria - ENP, before and at the end of the didactic intervention. The article culminates with some reflections on the results that both groups showed at the beginning of the experiment as similar characteristics, both in knowledge and control variables, and changed in the subsequent test in favor of the experimental group. Therefore, didactics oriented to the constructivist approach to meaningful learning, along with a critical approach to geography as a field research hypothesis, was accepted.
