Neurodidactic strategies to improve meaningful learning of experimental science in High School Students

Abstract

In this study, neurodidactic strategies were developed to enhance meaningful learning among high school students. The research was conducted within a positivist paradigm, utilizing a quantitative approach and applied methodology, with a quasi-experimental longitudinal design. The study included 63 second-year students, divided into a control group (integrated with 32 students) and an experimental group (integrated with 31 students). Pretests and posttests were administered to assess the impact of the strategies and the baseline conditions of both groups. A 36-question questionnaire was used, and validated by expert judgment and the V-Aiken coefficient, achieving a reliability score of 0.863 Cronbach's Alpha. The results revealed significant improvements in learning outcomes, with a p-value of less than 0.001 following the didactic intervention. These findings underscore the substantial contribution of neurodidactic strategies to enhancing experiential learning in high school science education, highlighting their potential relevance for broader applications within this discipline.