Estrategia didáctica innovadora en la enseñanza de Estudios Sociales, en estudiantes de octavo año del Colegio de Bachillerato Teniente Maximiliano Rodríguez.

The objective of this study was to design and validate a didactic strategy for teaching Social Studies to eighth grade students at the Bachelor Institute Lieutenant Maximiliano Rodríguez, which would address the specific learning needs of this student population. The sample consisted of 56 eighth grade students and 6 teachers of the institution. The study followed an exploratory and developmental approach, divided into three phases: diagnosis, strategy design and validation by expert criteria. In the diagnostic phase, the techniques of student surveys, teacher interviews and review of academic documents were used to understand the challenges and learning preferences in Social Studies. The results revealed areas for improvement, such as content comprehension and access to resources. The design phase focused on the creation of an innovative didactic strategy, incorporating active methodologies, educational technology, formative assessment and educational game design. Finally, in the validation phase, a panel of experts in social studies, pedagogy and educational technology evaluated the suitability of the strategy. The results of this study revealed the importance of implementing innovative pedagogical approaches, integration of educational technology and adaptation to students' learning preferences. Overall, this study provides a valuable framework for improving Social Studies teaching, supported by a rigorous research approach and validation by expert judgment. [ABSTRACT FROM AUTHOR]