Mejora de Talleres de Educación en Consumo a través del Aprendizaje Basado en Retos en el Grado de Educación Primaria
DOI:
https://doi.org/10.31637/epsir-2024-348Palabras clave:
aprendizaje basado en retos, educación primaria, enseñanza psicología del desarrollo, aprendizaje colaborativo, educación en consumo, educación superior, metodologías docentes, pensamiento críticoResumen
Introducción: El Aprendizaje Basado en Retos (ABR) es una metodología activa en la que estudiantado colabora con profesorado y agentes del territorio para resolver problemas sociales locales o globales, cuyo objetivo es preparar al alumnado para solucionar problemas presentes con efectos duraderos. Metodología: En nuestro caso de estudio, implementamos el ABR en una asignatura de Educación Primaria con la Escola del Consum de Catalunya (ECC) como agente del territorio. Las y los 250 estudiantes por equipos aplicaron teoría del desarrollo infantil para mejorar talleres de educación en consumo para niños y niñas. Utilizaron el Design Thinking en tres fases: Comprometer, Investigar y Actuar. Resultados: Las soluciones propuestas por los equipos incluyeron: modificar talleres, modificar actividades, crear guías del desarrollo infantil para la ECC, eliminar las franjas de edades de los talleres, mejorar guías docentes de la ECC, crear encuestas sobre los hábitos de consumo del alumnado, crear una checklist para que la ECC evalúe sus talleres y crear una revista dirigida a familias para educar en consumo sostenible. Conclusiones: Las ventajas del ABR incluyen la relevancia de la teoría y la colaboración con especialistas. Sin embargo, también discutimos limitaciones como la falta de profundidad en las soluciones y restricciones de programación.
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Derechos de autor 2024 Adriana Gil-Juárez (Autor de Correspondencia); Ibis Marlene Álvarez, Jesús Ribosa, Salvador Viciana
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