THE POSSIBILITY OF KNOWLEDGE IN THE LEARNING OF SOCIAL SCIENCES AMONG HIGH SCHOOL STUDENTS

Abstract

The possibility of knowledge is a dynamic construction influenced by historical, cultural, and cognitive contexts. However, its integration into the processes of perception, reasoning, and experience presents challenges in the field of Social Sciences. The aim of this study was to examine the relationship between the possibility of knowledge and learning processes in Social Sciences among high school students at the Unidad Educativa Fiscomisional Juan Montalvo in Manta, Ecuador, during the first trimester of 2025. The methodology was based on a mixed approach, with a descriptive and explanatory level of research. Both field and bibliographical research were employed, using inductive and deductive methods. Data triangulation was applied through bibliographical review, non-participant observation in History and Science and Technology Research classes, and student surveys. Quantitative data were processed using descriptive statistics, while qualitative data were organized through thematic analysis. The results demonstrated that knowledge is contextual and socially situated, and that students actively influence its construction. Predominant pedagogical strategies in the classes were lectures, collaborative work, and debate. Limitations were found in self-assessment and peer assessment processes. It was also found that contextualization promotes critical analysis in students. In conclusion, the possibility of knowledge in Social Sciences is considered an intuitive, rational, experiential, contextual, and evolving process that fosters reflection and metacognition and supports the formation of critical, reflective, and socially engaged high school learners