Learning management strategy for strengthening factual argumentation in secondary school students

Abstract

The general objective of this research was to design a learning management strategy to strengthen the argumentation of facts in first year high school students of the I.E. Horacio Zeballos Gámez. The methodology used was a quantitative approach of applied type, with descriptive scope and with a non-experimental design of transversal mode. The information was obtained from the survey applied to the teachers of the school under investigation. The results show that only 16% of students are at the achieved level; it is understood that 8 out of 10 students need to strengthen their ability to argue facts because they are at a process or beginning level with respect to this skill. Based on the results, a proposal for learning management strategies
(monitoring and feedback) was developed to promote the development of factual argumentation processes in the area of Social
Sciences to improve the learning of first grade high school students, based mainly on the Theory of Constructivism, on the contributions of Piaget and Vigotsky, as well as on Ausubel's Meaningful Learning, also considering the current digital environment and reality.