Enhancing understanding of academic activities in the field of Social Sciences through a teaching strategy based on educational and visual resources.

Abstract

This article analyzes the difficulties students in eighth grade (8°1) at the Camilo Torres Educational Institution in Montería, Colombia, face in understanding academic activities in the area of Social Sciences. The analysis focuses on the problems evidenced by students' limited ability to interpret instructions, low motivation toward the subject, and minimal participation—factors that directly affected their academic performance. To address this situation, a qualitative approach was adopted within the framework of educational action research (EAR), combining the phases of diagnosis, planning, intervention, and evaluation. Data collection was based on participant observation, semi-structured interviews, field notes, and questionnaires, allowing for a comprehensive analysis of pedagogical and contextual factors. The intervention incorporated strategies such as concept maps, visual organizers, guided reading, debates, educational games, digital resources (videos, infographics, interactive platforms), weekly book clubs, and personalized tutoring. These activities fostered an active and participatory environment that increased student motivation and comprehension. The findings reveal that the main obstacles did not stem from students' cognitive abilities, but rather from a lack of diversified pedagogical approaches adapted to different learning styles. The process demonstrated that when teaching integrates innovation, reflection, and contextualized practices, students strengthen critical, interpretive, and argumentative skills essential for meaningful learning in the area of Social Sciences.