Simulation as a methodology for learning subject-specific didactics in primary teacher education

Abstract

The objective of this article is to value simulation as strategy in the teaching-learning process of subject-specific didactics within the Primary Education degree program. The study involved 46 students from the Primary Education program, participating in the part-time mode at the University of Pedagogical Sciences Enrique José Varona, Havana, Cuba. Data collection methods included a questionnaire administered to students, as well as the results of assessments conducted throughout the educational process. Simulation was introduced into the History Didactics course, addressing the principal weaknesses identified. This approach allowed students to learn from their mistakes, not as a deficiency, but as a catalyst for new learning, fostering active engagement among participants.