Neurodidactic strategy to optimize the teaching-learning process in the fourth grade of Basic Education
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Abstract
The purpose of this study was to identify a neurodidactic strategy to optimize the teaching-learning process in the fourth grade of General Basic Education and to validate it through expert judgment. Using a mixed-methods approach and concurrent triangulation, a classroom observation form based on a Likert scale was combined with semi-structured interviews with teachers at an Ecuadorian institution. The results revealed a limited application of neurodidactic principles, with significant weaknesses in active strategies and multisensory stimulation, attributed to a lack of teacher training and limited institutional resources. Based on this diagnosis, a system of ten strategies was developed—categorized into motivational, cognitive, didactic, emotional, and evaluative components—and unanimously validated by five experts regarding clarity, coherence, relevance, sufficiency, and feasibility. The study concludes with a proposal addressing the neurocognitive needs of 8- to 9-year-old students, noting that its actual effectiveness requires subsequent experimental verification.
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