Methodological strategy for reflective learning in primary school students

Abstract

The teaching and learning process in primary schools must ensure that students learn how to study and research, awakening in them the desire and need to learn every day, and that this knowledge is qualitatively better. This means developing them comprehensively and in a multifaceted way across different areas: intellectual, social, ethical, aesthetic, and political-ideological. Learning plays a fundamental role in this process, and its results demonstrate that it is not always sufficiently reflective to prepare students for life and foster a well-rounded personality. This study employed methods from the theoretical level: historical and logical, analysis and synthesis, and inductive-deductive reasoning; and from the empirical level: document analysis, interviews, surveys, and observation. These methods are based on the general approach of dialectical-materialism. The results of the diagnostic study confirmed the scientific problem, justifying the need to promote the importance of reflective learning in primary school students by proposing a methodological strategy for teachers at this level to enhance their professional development and contribute to students' reflective learning. This methodological strategy is relevant because it aligns with the ongoing improvements in primary education; therefore, it is essential to emphasize the importance of teachers continuing to develop activities that stimulate reflective learning in primary school students.