Meaningful learning in basic education: an experience based on inclusive strategies (Review)

Abstract

The approach to meaningful learning at the basic education level marks an interesting educational experience that has enriched the formative process of the fourth level of university, through the master's degree in pedagogy, developed under the auspices of the Postgraduate Unit of the Technical State University of Quevedo. The article addresses the deep and lasting understanding of concepts, linking new information with the students' prior knowledge. The problematization has been raised around a semi-rural educational unit, in whose context it is sought to ensure that each student can fully participate in the learning process, regardless of their abilities, needs or individual characteristics. The objective of the research is to base the inclusive strategies and methods that intervene in the activities of sixth-year students of basic education, in the achievement of meaningful learning. These strategies include curricular differentiation, the promotion of cooperative learning, the use of diverse school materials and the student-centered approach. It is about meeting the individual needs of each student, ensuring that they access the curriculum in a meaningful way. Fostering cooperative learning promotes collaboration between students to solve problems and collaborate in the construction of knowledge, strengthening social interaction, the use of diverse materials and resources (multisensory resources and educational technology), ensuring that all students have effective access, regardless of their particular learning style. Their results confirm the importance of applying inclusive pedagogical strategies.