Didactic strategy to improve the reading-writing process of second-grade students through environmental education at Hugo Serrano school

Abstract

Objective: The article aims to offer a didactic strategy to improve the reading-writing proxcess from environmental education in second grade students at the Hugo Serrano Valencia School, in Daule, Guayas Province, Ecuador, based on a comprehensive approach of creative didactic strategies adapted to environmental education, that assume reading and writing as an essential social practice.

Methods: The authors used as main methods the analysis and criticism of specialized sources on the subject and the systematization of theoretical constructs in the didactic and linguistic order, which allowed, as results, the construction of methodological criteria to conduct the didactic strategy proposed in the achievement of its objective.

Results: An analysis of the main theoretical conceptions of a linguistic, social, psycho-pedagogical nature, among others, is carried out, with emphasis on constructivism, which highlights the active role of students in the construction of their own knowledge.

Conclusion: It is concluded that the rethinking of the teaching-learning process of reading and writing, as a social practice in constant evolution, is important to awaken in children the thirst for knowledge, imagination and inspiration in their cognitive and communicative process and social development, which includes their awareness of and respect for environmental problems.