Introducción: La presente investigación tuvo como objetivo determinar el efecto del uso de juegos didácticos en las clases de Educación Física en el logro de aprendizaje transversal significativo ...sobre hábitos de higiene en estudiantes de 6 y 7 años. Métodos: Estudio cuasiexperimental, diseño metodológico cuantitativo, la muestra de 42 alumnos de ambos sexos con los cuales se llevó a cabo un programa de intervención por 4 semanas consecutivas. Se buscó determinar cuán influyente puede ser el juego en el aprendizaje significativo del niño en las clases de Educación Física por medio de una encuesta aplicada pre y post intervención, la cual constaba de 32 preguntas en donde se tenía que valorizar según frecuencia de ejecución: Siempre, Casi siempre, Ocasionalmente, Casi nunca, Nunca. Resultados: Los resultados de las diferentes variables se presentan en los datos a continuación tomando en cuenta la comparación previa y posterior a la intervención. Se observaron diferencias significativas durante las 4 semanas de intervención en Higiene de manos (PRE: 18,6 ± 4,6 POST: 27,9 ± 2,4; P= 0,000; TE= -2,45) se encontraron efectos positivos de la intervención; Higiene de Bucodental (PRE: 18,2 ± 4,5 POST: 23,6 ± 3,1; P= 0,000; TE= -1,39) se encontraron efectos positivos de la intervención.; Higiene Corporal (PRE: 16,3 ± 4,2 POST: 25,1 ± 2,3; p= 0,000; TE= -2,59); Higiene de Social (PRE: 13,0 ± 4,8 POST: 20,2 ± 2,1; p= 0,000; TE= -1,94) se encontraron efectos positivos de la intervención; Higiene total (PRE: 66,0 ± 16,3 POST: 96,8 ± 5,7; p= 0.000; TE= -2,47) se encontraron efectos positivos de la intervención. Conclusión: el programa de intervención en las clases de educación física, a través del juego generó efectos significativos en el aprendizaje transversal sobre los hábitos de higiene, lo que nos motiva a utilizar y recomendar este método de enseñanza para ser utilizado en impartir nuevos hábitos, valores y principios. En las cuatro variables, hábitos de higiene de manos, bucodental, social, y corporal, se tuvo una mejora significativa en los 42 alumnos y alumnas de la institución educativa. Con esto podemos dar cuenta que es un contenido que podemos trabajar sin problema durante las clases de Educación Física por medio de juegos didácticos.
Introduction: The present research aimed to determine the effect of the use of didactic games in Physical Education classes in the achievement of significant transversal learning on hygiene habits in students aged 6 and 7 years. Methods: Quasi-experimental study, quantitative methodological design, the sample of 42 students of both sexes with whom an intervention program was carried out for 4 consecutive weeks. We sought to determine how influential play can be in the child's meaningful learning in Physical Education classes through a survey applied pre and post intervention, which consisted of 32 questions where it had to be valued according to frequency of execution: Always, almost always, Occasionally, Almost never, Never. Results: The results of the different variables are presented in the data below taking into account the comparison before and after the intervention. Significant differences were observed during the 4 weeks of intervention in Hand Hygiene (PRE: 18.6 ± 4.6 POST: 27.9 ± 2.4; P= 0.000; ET= -2.45) positive effects of the intervention were found; Oral hygiene (PRE: 18.2 ± 4.5 POST: 23.6 ± 3.1; P= 0.000; ET= -1.39) positive effects of the intervention were found.; Body Hygiene (PRE: 16.3 ± 4.2 POST: 25.1 ± 2.3; p= 0.000; TE= -2.59); Social Hygiene (PRE: 13.0 ± 4.8 POST: 20.2 ± 2.1; p= 0.000; ET= -1.94) positive effects of the intervention were found; Total hygiene (ER: 66.0 ± 16.3 POST: 96.8 ± 5.7; p= 0.000; TE= -2.47) positive effects of the intervention were found. Conclusion: the intervention program in physical education classes, through play, generated significant effects on transversal learning about hygiene habits, which motivates us to use and recommend this teaching method to be used in imparting new habits, values and principles. In the four variables, hand hygiene, oral, social, and body habits, there was a significant improvement in the 42 students of the educational institution. With this we can realize that it is a content that we can work without problem during Physical Education classes through didactic games.
Introduction. The process of economic education reforming is aimed at the implementation of interactive methods learning, tools, and training methods for future professionals, in particular in the ...process of their foreign language training. It is an important component of both the general competence of the future specialist and the professional since the economic terminological apparatus is predominantly of English origin. Due to the need to study methods of teaching foreign languages (English) to modernize the economic education system, it is necessary to identify and expand the positive experience of applying effective teaching methods in higher education, in particular through didactic games. The relevance of the research topic is explained by the need to intensify the educational process, develop active teaching methods for professionally oriented communication in a foreign language and solve educational problems in the learning process, due to high requirements for the level of knowledge of a foreign language as a means of business communication in economic education. The purpose of the article is to consider didactic games, their varieties, possibilities of use, and effectiveness in learning English in the process of economic education. Results. The authors are convinced that in the process of preparing students, more attention should be paid to their needs, boldly changing traditional approaches, being able to adjust strategic education vectors to meet the requirements of the modern world. Modern scientific-pedagogical workers should inspire students to study, develop, and effectively apply the entrepreneurial abilities which are acquired in universities. Professors should formulate such learning tasks that are characterized by the real application. Conclusion. Business games are an active and effective method of teaching professionally-oriented communication in a foreign language and a means of intensifying the educational process, which can successfully overcome the psychological and linguocultural barriers in situations of business communication in a foreign language and help to shape the professional communicative competence of future economists.
The aim of the present paper is to exemplify, analyse and prove the utility of various strategies of differentiated instruction used within Mathematics and English Language Teaching Methodology ...seminars, as instruments in the teaching process of the two subjects. The focus of this research is on the didactic game, as an extremely resourceful means of successfully implementing differentiated instruction when preparing future teachers, thus helping them understand, by a double motivated approach, the usefulness of such a strategy in classroom teaching. The paper ends with the conclusions drawn from comparing the two practical first-hand seminar experiences of the authors, under the form of a comparative analysis.
The current reforms in primary and secondary schools in Cameroon have the merit of integrating officially National Languages and Cultures (NLC) in study Programs. So, when teaching NLC, the teacher ...uses frequently anecdote as "trigger document", an oral support that smooths the beginning of his lesson. The aim of this paper is to analyze the issues of using of this document, and how the strategies used by the teacher and his pupils drive to the didactic game. This paper studies also some obstacles encountered when teaching and learning. The analyzed data come from an ethnographic survey conducted in NLC classes in Secondary High School of Ngaoundere.
Introduction: the didactic game Domino in the teaching of English as a foreign language with general and specific language goals in the Medical University is far from showing lack of maturity and ...professionalism. It is a teaching mean that can be used at any moment of the lesson making it nice and efficient. Objective: to describe the use of the didactic game Domino as a teaching mean in the English subject with general and specific language goals and to evaluate the results of its application. Material and Methods: a cross-sectional descriptive study was conducted with theoretical methods of analysis and synthesis of bibliographical and documentary reviews on the theme, which allows us to gather information. Results: it could be noticed that the use of the didactic game Domino is very well received by the students for the development of linguistics and communicative skills. It gives the students opportunity to participate in their knowledge management. Working in pairs or groups, it strengthens and promotes values such as solidarity and comradeship in a motivated, interesting and pleasant way. Conclusions: the use of the didactic game Domino as a teaching mean was described and the results of its application were evaluated. Keywords: didactic game, general English language, technical English language, teaching mean.
Introducción: El juego didáctico Dominó en la enseñanza de inglés como lengua extranjera con lenguaje general y con fines específicos en la Universidad Médica está lejos de mostrar falta de madurez y profesionalismo. Es un medio de enseñanza que se puede utilizar en cualquier momento de la clase, la hace amena y eficaz. Objetivo: Describir el uso del juego didáctico Dominó como medio de enseñanza en la asignatura de inglés y evaluar los resultados de su aplicación. Material y Métodos: Se realizó un estudio descriptivo transversal que utilizó métodos teóricos de análisis y síntesis de revisiones bibliográficas y documentales relacionadas con el tema que posibilitó obtener la información deseada. Resultados: Se pudo apreciar que el uso del juego didáctico Dominó tiene buena aceptación por parte de los estudiantes para el desarrollo de habilidades lingüísticas y comunicativas. Ofrece oportunidad al alumno de participar en la gestión de su conocimiento. Fortalece y promueve valores como la solidaridad y el compañerismo mediante el trabajo en parejas o en grupos de manera agradable, interesante y motivadora. Conclusiones: Se describe el uso del juego didáctico Dominó como medio de enseñanza y se evalúan los resultados de la aplicación del medio
The article states that the formation of communicative competence in future specialists in documentation and information activities alongside with professional competence is a measure of educational ...quality. The skills and abilities constituting communicative competence of a specialist in documentation are listed, including the ability to participate in collective decisions, taking up responsibility, resolving conflicts without violence, expressing tolerance and respect for people of other cultures, languages and religions; living in a multicultural society and others. The main characteristics of didactic games have been outlined (design, roles and responsibilities, common goals, cooperation, teamwork, the presence of competition elements). The article discusses the basic requirements for didactic games which include joint activities and mutual responsibility of participants; contextual use of results; developing creative thinking; involving participants into the dialogue and others. The author discusses the results of implementing didactic games with students of the “Record Keeping”, “Documentation”, “Information and Analytical Activity” specialities. Qualitative indicators of positive changes have been revealed in the levels of students’ communicative competence after using a business game as the basic didactic method. Conclusions state the importance of implementing a didactic game in the communicative competence formation in future specialists in documentation and information services.
The purpose of this study was to examine how the use of didactic games in teaching science affects the learning environment, achievement, and motivation among primary school students. The research ...population consisted of 188 5th grade students from two primary schools. This group was divided into an experimental group and a control group. The research tools consisted of two questionnaires: one to determine the motivation to study science, and the other to determine the learning environment. Moreover, a pre-test in science was administered before the intervention and a post-test was administered afterwards. In addition, 20 pupils were interviewed. It was found that the use of didactic games in teaching significantly increases student motivation to learn science and that it has a positive effect on all the components of the “learning environment”, as perceived by the students. In classes in which didactic games were used, the classroom atmosphere improved more than in classes where such games were not used.
PDF
