Didactic innovation strategy based on active methodologies for the development of significant learning of physiology

Abstract

This research article is aimed at presenting an alternative solution to achieve meaningful learning of physiology in the context experienced by the students of the first semester of the medical career of the Central University of Ecuador during the time of pandemic (COVID-19), for which the general objective was assumed: To propose a didactic innovation strategy based on active methodologies for the development of meaningful learning of Physiology in the aforementioned population in the year 2021. Epistemologically, the positivist paradigm was assumed through the deductive logical method, resorting to a projective depth, with a field design, univariate, contemporary and non-experimental transectional. The population consisted of 266 students, of whom a sample of 160 students was obtained by means of the simple random probabilistic sampling technique, to which a questionnaire was applied with the support of the survey technique, whose validity it was reached through the expert judgment technique, and reliability through the calculation of the Crombach coefficient, whose result was 0.93. The results showed that the students present a very high level of representation learning, with weakness in learning concepts and propositions simultaneously. On the other hand, it was confirmed that even though students show a very high level of motivation towards learning physiology, it is necessary to increase their skills in the corresponding stages with comprehension, systematization, transfer and feedback.