Impact of active strategies on the teaching-learning process: Case study

The implementation of an active learning strategy supported by simulation for learning is considered a fundamental task within the educational task. In this sense, this research has the purpose of determining the impact of virtual simulators on the teaching-learning process. For this purpose, a quantitative approach was given, using a quasi-experimental methodological design, where with a first group (Control) a demonstration class was carried out without the help of virtual simulators. With a second group (Experimental), a demonstration class was held using this type of tools. The results showed that, at the level of the participating high school students, the use of virtual simulators motivates them and facilitates learning. On the contrary, the development of the traditional class demotivated and did not generate interest in the participating students. At the level of conclusions, the use of virtual simulators has a positive impact on learning; it is proven that virtual simulators provide practically useful content in the educational field

Neuropedagogy in the development of skills initials of reading and writing

The research project, called "Neuropedagogy in the Development of Initial Literacy Skills," had a mixed approach (quantitative and qualitative). The objective was to determine the potential of neuropedagogy as a methodological tool for improving the development of initial literacy skills in high school children at the Matilde Hidalgo de Procel Educational Unit in the city of Santo Domingo, province of Tsáchilas. The procedural methods used were bibliographic, inductive, deductive, and descriptive. A correlational level of research was also determined, and the methodological design was quasi-experimental. The population consisted of high school teachers and students from the Educational Unit. The sample the study consisted of two groups of 10 high school students, each comprising the control and experimental groups. The information collected was based on the implementation of a pre- and post-test based on strategies related to neuropedagogy oriented to the development of initial reading and writing skills. Finally, the hypotheses posed were Ha = Strategies based on neuropedagogy develop initial reading and writing skills in high school students and Ho = Strategies based on neuropedagogy do not develop initial reading and writing skills in high school students