La Memoria procedimental: Armando el cubo de rubik

Abstract

This work is based on the understanding of the phenomenon of procedural memory based on the handling and assembly of the Rubik's Cube and the reflection on the way in which students link this learning with situations in their lives. The research is considered in the light of the qualitative paradigm and is based on Phenomenon-Based Learning. The results were obtained from an implementation module consisting of four stages, in each of which the proposed theoretical categories were identified: Authenticity, Learning Process, Procedural Memory, the subcategory Brain Functions and an emerging category that was analyzed throughout the research related to Emotions and their importance in the Learning process. The results obtained account for the focus group's learning about the brain functions involved in the development of different skills that can be evidenced through the handling and assembly of the Rubik's Cube and that promote the development of procedural memory, which are also present in other everyday situations. In the analysis of the results, the authenticity with which learning is generated in the classroom stands out, and on the other hand, the learning process, where they were able to reflect on some of the skills that are developed through the assembly of the Rubik's Cube, highlighting motor agility, attention, planning and execution. skills that are associated with procedural memory. Finally, it was concluded on the importance of implementing methodological strategies such as Phenomenon-Based Learning in the classroom, to promote meaningful learning for students, which is linked to their life experiences, in order to establish conceptual relationships between their system of ideas and new knowledge, thus promoting the understanding of the world around them.