Nicaraguan traditional games and folk songs as learning resources in Social Sciences in Secondary Education

Abstract

Nicaraguan traditional games and folk songs as learning resource in Social Sciences in Secondary Education due to the need of redirecting how this subject is taught and awake students’ motivation to learn with ludic games linked to cognition and popular culture recovery. It is grounded in grade skills, along with the transversal axis in each curriculum area for holistic and value growth. The strategy is encouraged as action favoring competency-based learning, game practice stimulation, and applying the innovative learning strategy design with curriculum adaptation and raise the strategy to be carried out in the country’s schools for meaningful learning. The approach was qualitative, while the method was participatory action research. Data collection was through observation and the applied instrument was the survey. Results were descriptive, drawing as conclusion: the topic was a high value activity where functionality was rooted in traditional games and folk songs rescue as a learning resource, and a mean for meaningful learning, ability development, skills and attitudes to add to students’ holistic learning, along with popular culture rescue in teachers and parents.