Didactic strategies for teaching identity and cultural heritage
DOI:
https://doi.org/10.62451/rep.v4i3.208Keywords:
Didactic strategies, cultural identity, cultural heritage, cultural and artistic educationAbstract
The aim of this study was to design and validate a proposal of teaching strategies to strengthen the teaching of identity and cultural heritage in three public educational institutions located in Izamba Parish, Ambato Canton, Tungurahua Province, Ecuador. A qualitative research approach was adopted, with a descriptive-propositional scope and a cross-sectional non-experimental design. The participants included 55 students from the fifth, sixth, and seventh grades of General Basic Education, as well as two teachers of Cultural and Artistic Education. Data were collected through document analysis, a student questionnaire, structured interviews with teachers, and expert validation of the proposed strategies by a panel of ten specialists. The findings revealed a positive attitude among students toward cultural heritage, with more than 80% of fifth- and sixth-grade students considering traditions to be very important. However, a decline in knowledge of local traditions was observed among seventh-grade students, with only 41.2% demonstrating such knowledge. In addition, isolated artistic activities and lecture-based teaching methods predominated. The proposed intervention integrates five teaching strategies: project-based learning, cooperative learning, the flipped classroom, problem-based learning, and fieldwork, all organized through a nine-stage instructional sequence, accompanied by assessment instruments and adaptations for rural contexts. Expert validation yielded an average score of 3.81 out of 4 and an agreement level of 87%. It is concluded that the proposal is relevant, aligned with the national curriculum, feasible for implementation, and constitutes a valuable resource for strengthening heritage education.
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