Introduction: the understanding of specific terms in the subjects constitutes a central axis to guarantee meaningful learning, especially in areas such as the social sciences, which address historical, geographical, economic, and cultural phenomena of high conceptual complexity. Objectives: The research aims to design a methodological strategy on the use of the school dictionary in the understanding of social science terms in seventh grade students of the César Nevil Estupiñán Bass Public School. Methodology: using a methodological framework of mixed approach, under a non-experimental design with a descriptive-explanatory scope, implementing primary collection instruments through historical-logical analysis, and secondary consisting of questionnaire, structured interview and diagnostic tests, aimed at understanding the object of study. Results: A low autonomy of dictionary use was observed, with 80% of students needing the intervention of classmates or teachers, with 20% of independent individuals; other factors established are the lack of motivation or deficient methodology in pedagogical initiatives. Through these findings, a methodological strategy was proposed consisting of stages of diagnosis, planning, execution, and evaluation, through active, collaborative, and technological methods, being validated under specialized review. Conclusions: The study identified the limitation on vocabulary comprehension in seventh-grade students around social sciences, directly influencing the interpretation of content and construction of learning. General Area of Study: Pedagogy. Specific area of study: Social Sciences. Type of study: Original articles.

Introduction. Musical notation is a fundamental pillar of music education and instrumental instruction. This study aims to enable second-year students at the La Merced Conservatory in Ambato to develop their reading skills using a mobile application, which will facilitate the correct interpretation of musical symbols as well as the development of interpretive abilities. Methodological barriers persist in the continued use of traditional teaching strategies that limit students in various aspects, such as motivation, comprehension, and fluency. The implementation of technology emerges as a pedagogical ally within the teaching–learning process in music education. Objective. Design a pedagogical strategy based on the use of the Notes Teacher app to strengthen musical reading learning among students at the La Merced Conservatory of Music in Ambato. Methodology. Mixed-method research with a pre-experimental pretest - posttest design in a particular group. The sample consisted of 38 students selected through intentional non-probabilistic sampling. A 12-item questionnaire was applied, validated by expert judgment (three experts with sufficiency assessment) and with a Cronbach's Alpha reliability coefficient of 0.873, indicating excellent internal consistency. The intervention consisted of four 120-minute sessions with the Notes Teacher application. For quantitative analysis, the non-parametric Wilcoxon test was used, and for the qualitative component, a semi-structured survey was applied to 29 students. Results. A significant improvement was evidenced in the recognition of musical notes and figures, with an increase from 47% to 89% in high and very high-performance levels. The Wilcoxon test yielded a Z = -5.43 value with p < 0.001, confirming the statistical significance of the improvement. Qualitatively, students reported greater motivation (89% at extremely elevated level), autonomy (97% at high and exceedingly important levels), and rhythmic comprehension. Conclusion. The didactic strategy with Notes Teacher proved to be effective in significantly improving music reading, validated by both quantitative data and qualitative perceptions. Its integration is recommended as a pedagogical tool at all educational music levels. General area of study: Education. Specific area of study: Pedagogy in digital environments. Type of study: Original Article

Introduction: Meaningful learning in Natural Sciences is essential for the development of scientific thinking and the proper use of technical language. However, in Basic Education, traditional methodologies still prevail, limiting active student participation and hindering the understanding of scientific vocabulary. Objective: To design playful (ludic) strategies that contribute to the development of technical and scientific language in natural sciences among seventh-grade students at Océano Pacifico Private Basic Education School. Methodology: The research was conducted under a mixed-methods approach, with a descriptive and applied design. The population consisted of 25 students and 3 teachers. Theoretical methods (historical-logical, analysis-synthesis, and inductive-deductive) and empirical methods such as observation, survey, and pedagogical testing (pre-test and post-test) were used. The process was conducted in three stages: diagnosis, design, and implementation of ludic strategies. Results: The findings showed a significant increase in student participation, rising from 62% with low or moderate participation to 82% with active and consistent participation, representing a 32% increase. Additionally, 89% of students reported higher motivation, and 76% preferred ludic strategies over traditional methodologies. Average attendance increased from 82% to 90%. A reduction in disruptive behaviors, greater integration of introverted students, and strengthened collaborative work and use of scientific language were also observed. Conclusion: Ludic strategies represent an effective alternative to promoting meaningful learning and the development of technical-scientific language, fostering a participatory, motivating, and inclusive environment in Natural Sciences. General field of study: Education. Specific field of study: Natural Sciences Didactics. Type of study: original.

Introduction: this research analyzed the incidence of reading for pleasure in the information axis of the Vocational and Professional Guidance Program (OVP) in 10th grade students of the "José Otilio Ramírez Reina" Educational Unit. The study was based on Maslow's theory of human motivation and Deci and Ryan's theory of self-determination, postulating that autonomy in the choice of reading enhances intrinsic motivation and self-knowledge. Objectives: to analyze the incidence of reading for pleasure in the information axis of the educational offer of the "José Otilio Ramírez Reina" Educational Unit in students of 10th grade EGB. Methodology: a quantitative approach with a quasi-experimental design (pretest-post test) was used in a sample of 55 students. The intervention, called "Biblio-Vocation", consisted of 10 recreational readings on professional figures and analysis workshops for 8 weeks. Results: The results, validated by Student's t-test, showed a statistically significant improvement (p < .001), raising the overall mean of vocational knowledge from 3.32 to 4.68. The Occupational Profiles dimension showed the highest growth (46.8% increase), while the Labor Competencies dimension reached the highest score (4.81), evidence that recreational reading facilitates the internalization of skills for the world of work. Conclusions: it is concluded that reading for pleasure is an effective strategy to reduce vocational misinformation and strengthen the construction of life projects, ratifying the need to institutionalize spaces for autonomous reading in the educational system. General area of study: Education. Specific area of study: Pedagogy in technical training. Type of item: original.

Introduction: The teaching of physics becomes one of the challenges in the current education system, including at the high school level. This is because the subject is still often approached from a rote memorization perspective, lacking context, or practical application in students' daily lives. Objective: applying gamification methodology to generate a contextualized teaching process of Physics and develop life skills in high school students in Ecuador. Methodology: this was a quantitative, exploratory, longitudinal, and field study with a quasi-experimental approach. The analytical method was used. A survey was administered to a sample of 93 students. Results: it is evident that before the gamification-based intervention, the teaching of Physics lacked contextualization, since most students indicated that the content was not related to everyday life situations. Conclusion: it is concluded that the application of gamification methodology contributed to the teaching of Physics, from a perspective of contextualization and development of life skills among high school students in Ecuador. Gamification energized classroom work and enhanced the content, making it functional and relevant. General Area of Study: Education. Specific area of study: High School Education. Type of study: Original article.