Talleres lúdicos en línea como estrategia didáctica para potenciar las destrezas ortográficas en el cuarto año de Educación General Básica de la Escuela Particular Dominicana San Luis Beltrán

Abstract

The purpose of this curricular integration work is to design online playful workshops as a didactic strategy to strengthen spelling skills, in the subject of Language and Literature. The research was carried out in primary education in the fourth year of Basic General Education, of the Private Educational Unit "San Luis Beltrán". The study arises from the results of the diagnosis, in which a limited use of strategies was evidenced in the teaching-learning process of spelling norms. This situation caused a monotony and lack of interest in the acquisition of knowledge and, therefore, an increase in spelling mistakes in students. For this reason, the study was directed to the application of a didactic intervention proposal under the modality of educational innovation. It consists of the application of playful workshops with the support of different technological and interactive platforms. The methodology that guided the research was the socio-critical paradigm, through a qualitative approach. Likewise, the use of the action research method and data collection instruments (observation guide, interview and questionnaires) before and after the intervention, applied to the participating subjects. The results reflected that the execution of the online playful workshops allowed the students to acquire greater mastery in the correct writing of the words. In addition, a motivating, dynamic and entertaining learning process was promoted where active participation and interest in the content was obtained. In conclusion, the workshops were an optimal learning strategy, since they favored teacher-student interaction and promoted meaningful, practical and innovative learning.