Estrategia metodológica activa para la creación de micro cuentos.

Abstract

Currently, they often face limitations when writing micro-stories, due to low motivation, the predominant use of traditional methods, and the lack of active methodological strategies, which hinders the development of their creative skills. However, this study proposes a solution to this problem. The objective of this research was to analyze active methodological strategies for the creation of micro-stories among ninth-grade students at the Lev Vigotsky Private Educational Unit, with the aim of fostering inspiration and a taste for creative writing. A mixed approach was used, with qualitative analysis of experiences and quantitative analysis to measure results at a descriptive level, applying deductive, bibliographic, and action research methods. Observation, teacher interviews, and a rubric were used to evaluate the micro-stories. Thirty-five ninth-grade students and two teachers participated in the study. Only 5.71% showed high writing skills and 42.86% organized their texts well, while 51.43% made mistakes that affected the coherence, vocabulary, and originality of their micro-stories. No students were found to lack skills. The interviews showed that teachers use infrequent and disordered methods, affecting the students' narration. It is recommended to use active strategies and train teachers to improve the teaching of micro-stories. It is co.