Pedagogical Innovations And Their Impact On Meaningful Learning In Sixth Grade Of Dr. Enrique Gil Gilberth School
DOI:
https://doi.org/10.70577/nwtsp976Keywords:
Educational equity, Meaningful learning, Pedagogical innovation, Rural education, Teacher effectiveness.Abstract
Meaningful learning, defined as the substantive integration of new knowledge into existing cognitive structures, constitutes a central objective of contemporary education. New scenarios in Latin America continue to demonstrate the persistence of resource scarcity; however, there is evidence of some innovators and their practices in relation to innovation. This gap justifies research that links determined innovations with some of the described constructive constructs. Objective: To analyze the constructive/descriptive learning processes and the pedagogical, cognitive, and contextual constructs derived from innovations in pedagogical practice, in the sixth grade of a public school in Ecuador. Instrumental case study design with integrated mixed methods. Participants: 32 students, 6 grade teachers. Analysis: thematic analysis, paired t-tests and effect sizes, convergent integration. Students demonstrated statistically significant improvements in conceptual understanding, with 69% advancing at least one level in SOLO taxonomy and 19% achieving integrated understanding. Transfer tasks revealed 56.3% success significantly correlated with comprehension gains. All engagement dimensions improved, with the greatest effect on cognitive engagement. Qualitative analysis identified three mechanisms: systematic activation of prior knowledge, active cognitive engagement in authentic problem-solving, and development of metacognitive awareness through formative assessment. Meaningful learning was achieved through Ausubel's constructivist strategies and applied pedagogical innovation. These strategies yielded positive results, although some circumstances attenuated their effectiveness. For educators and decision-makers in Latin American contexts, the proposal seeks to expand the scarce evidence on innovations. It is emphasized that, in a proposal, the level of effectiveness may depend on coherence in structuring, adherence to processes, and contextualization.
Downloads
References
Acevedo, E. A., Castillo, M. F. N., Sáez, J. T. N., & Ortega-Cabezas, P. (2025). APRENDIZAJE BASADO EN PROYECTOS: En Investigación y mejora en la Gestión Pedagógica y Curricular: Experiencias y propuestas para la Transformación Educativa. https://doi.org/10.2307/jj.27939742.17
Arias Ortiz, E., Giambruno, C., Morduchowicz, A., & Pineda, B. (2024). El estado de la educación en América Latina y el Caribe 2023. Banco Interamericano de Desarrollo.
Chiou, C.-C., Lee, L.-T., & Liu, Y.-Q. (2012). Effect of Novak Colorful Concept Map with Digital Teaching Materials on Student Academic Achievement. Procedia - Social and Behavioral Sciences, 64. https://doi.org/10.1016/j.sbspro.2012.11.023
Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The psychologist, 26(2).
Creswell, Jhon, W. (2015). Penelitian Kualitatif & Desain Riset: Memilih di antara lima pendekatan. Mycological Research, 94(3).
Echavarría, R. R., & Orosz, A. (2021). Buen vivir and Changes in Education in Ecuador, 2006–2016. Latin American Perspectives, 48(3). https://doi.org/10.1177/0094582X211009270
Espinosa Cevallos, P. A. (2024). Nuevas técnicas y herramientas de evaluación del aprendizaje en educación básica. Dominio de las Ciencias, 10(2). https://doi.org/10.23857/dc.v10i2.3898
Hattie, J. (2008). Hattie 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, 3410.
Jiménez Jiménez, A. J., Cartuche Andrade, M. P., & Valle Vargas, M. E. (2023). Estrategias Didácticas: acciones efectivas para fortalecer la ortografía. Tesla Revista Científica, 3(2). https://doi.org/10.55204/trc.v3i2.e152
krippendorff, K. (2004). Measuring the Reliability of Qualitative Text Analysis Data. Quality & Quantity, 38(6). https://doi.org/10.1007/s11135-004-8107-7
Ministerio de Educación del Ecuador. (2022). Modelo Educativo Nacional, hacia una transformación educativa. 2022.
Nur’aini, R. D. (2020). PENERAPAN METODE STUDI KASUS YIN DALAM PENELITIAN ARSITEKTUR DAN PERILAKU. INERSIA: lNformasi dan Ekspose hasil Riset teknik SIpil dan Arsitektur, 16(1). https://doi.org/10.21831/inersia.v16i1.31319
Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15(1). https://doi.org/10.1159/000271225
Piburn, M., Sawada, D., & Turley, J. (2000). Reformed teaching observation protocol (RTOP) reference manual. … of Teachers.
Schweisfurth, M. (2013). Contexts for learner-centred education: Global, national and local. Learner-centered education in international perspective: Whose pedagogy for whose development?
Ursua, N. (2015). De la información al conocimiento; del conocimiento a la innovación. Una reflexión filosófica de ida y vuelta. Revista Educación y Ciudad, (23). https://doi.org/10.36737/01230425.n23.73
Velásquez-Albarracín, V. P., Lucio-Ramos, Y. J., Nicolalde-Nicolalde, A. P., & López-Chicharrón, M. S. (2025). Estrategia nacional para el fortalecimiento y la renovación curricular en la educación básica ecuatoriana [National strategy for strengthening and renewing the curriculum in Ecuadorian basic education]. Revista Multidisciplinaria Perspectivas Investigativas, 5(Educativa). https://doi.org/10.62574/rmpi.v5ieducativa.460
Vygotsky, L. S. (1978). Development of higher psychological processes. En Mind in Society.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. En Frontiers in Psychology (Vol. 10). https://doi.org/10.3389/fpsyg.2019.03087
Downloads
Published
Issue
Section
License
Copyright (c) 2026 María Elena Aguilar Córdova, María Lorena Noboa Torres (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Eres libre de:
- Compartir : copiar y redistribuir el material en cualquier medio o formato
- Adaptar : remezclar, transformar y desarrollar el material
- El licenciante no puede revocar estas libertades siempre y cuando usted cumpla con los términos de la licencia.
En los siguientes términos:
-
- Atribución : Debe otorgar el crédito correspondiente , proporcionar un enlace a la licencia e indicar si se realizaron cambios . Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial : no puede utilizar el material con fines comerciales .
- CompartirIgual — Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales : no puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otros hacer algo que la licencia permite.
