Relación del espacio físico del aula con el proceso de enseñanza y aprendizaje en el subnivel de básica elemental.

Abstract

This research, emerging from practical experience, examines the relationship between physical space and the teaching-learning process in the early years of Basic General Education (EGB) in Ecuador. The main objective is to propose a redesign of the classroom's physical space to enhance the educational process in the elementary basic sub-level, analyzing the interaction between environmental characteristics and activity development. The study was conducted in an Educational Unit in Cuenca-Azuay, employing a qualitative approach and action research methodology. Techniques such as participant observation and semi-structured interviews were used to understand classroom dynamics and the interaction between the physical environment and students. The research was carried out in phases of diagnosis, planning, implementation, and evaluation. The theoretical framework is grounded in the concepts of physical space, teaching-learning process, and learning environments, considered as interrelated elements in the educational ecosystem. Results highlight the importance of physical space in the effectiveness of teaching and learning, emphasizing how proper classroom arrangement fosters a more motivating, interactive, and collaborative environment. This research contributes to understanding the relationship between physical environment and learning, offering recommendations for optimizing space use in similar educational contexts.