SIGNIFICANT LEARNING FROM THE CONTEXT OF DIDACTIC PLANNING

In the didactic planning, limitations and inaccuracies that negatively affect the achievement of significant learning are observed. In this sense, this study was carried out with the general objective of determining the shortcomings and limitations present in the didactic planning of the teaching-learning process in order to achieve significant learning. The assumed methodological strategy was based on scientific observation for the diagnosis of the problem and the search for regularities of the phenomenon of study, the bibliographic review that together with the analytic-synthetic and inductive-deductive allowed the study and comparison of an abundant specialized scientific literature and to arrive at conclusions. Among the main findings are: the subjects of study and classes are not conceived as a system; insufficient use of productive methods and didactic teaching strategies to enhance the cognitive abilities of their students; closed planning without taking into account the individual differences of the learners; limitations of the student's role; cooperation and collaboration activities are not planned in an affective-emotional environment that allows the construction of knowledge by the students themselves and scarce use of Information and Communication Technologies as means of teaching to facilitate significant learning; which allows us to conclude that the most frequent limitations and insufficiencies of planning are of a methodological nature.