Lectura y escritura para aprender conceptos de alimento y nutrición en noveno de básica: secuencia didáctica

Abstract

The present study was proposed with the objective of teaching, through the implementation of a didactic sequence, the reading and writing of food and nutrition concepts. The research was developed in a quantitative cut-off line, in a quasiexperimental design with a descriptive scope. The sample consisted of 43 students of the ninth year of basic education, established by a control group and an experimental group, to whom a pre-test was applied to diagnose knowledge in concepts of food and nutrition, where deficiencies in knowledge of the subject matter were evidenced. Therefore, the decision was made to approach the experimental group with the planned didactic sequence. After the implementation of the didactic sequence, a post-test was administered to both groups to evaluate the learning progress achieved. According to the results of the post-test, an evident achievement of the learning in concepts about food and nutrition was corroborated. While the control group even when knowledge improved, it should be intervened so that it can reinforce important concepts on the subject under study. Then a questionnaire was applied to the students with which the knowledge achieved through the didactic sequence was evidenced, as well as an acceptance survey on the efficiency of the implemented proposal. The results indicated that the application of the didactic sequence led to the achievement of knowledge in food and nutrition, for a nutritious diet that allows the intake of necessary nutrients and required by the body.