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.
Descargas
Citas
Álvarez, I. M., Weise, C., Vall, B., González, M. y Morodo, A. (2018). How do primary education trainee teachers perceive educational psychology? Teachers and Teaching, 24(1), 81–94. https://doi.org/10.1080/13540602.2017.1379388
Bereiter, C. (2002). Education and mind in the knowledge age. Lawrence Erlbaum Associates.
Børte, K., Nesje, K. y Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746
Duffy, T. M. (2009). Building lines of communication and a research agenda. En S. Tobias, y T. M. Duffy (Ed.), Constructivist instruction: Success or failure? (p. 351–367). Routledge.
Franco, E., González-Peño, A., Trucharte, P. y Martínez-Majolero, V. (2023). Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers. Journal of Hospitality, Leisure, Sport & Tourism Education, 32, 100432. https://doi.org/10.1016/j.jhlste.2023.100432
Gallagher, S. E. y Savage, T. (2023). Challenge-based learning in higher education: An exploratory literature review. Teaching in Higher Education, 28(6), 1135–1157. https://doi.org/10.1080/13562517.2020.1863354
Kerssen‐Griep, J., Hess, J. A. y Trees, A. R. (2003). Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn. Western Journal of Communication, 67(4), 357–381. https://doi.org/10.1080/10570310309374779
Lee, D., Morrone, A. S. y Siering, G. (2018). From swimming pool to collaborative learning studio: Pedagogy, space, and technology in a large active learning classroom. Educational Technology Research and Development, 66, 95–127. https://doi.org/10.1007/s11423-017-9550-1
Leijon, M., Gudmundsson, P., Staaf, P. y Christersson, C. (2022). Challenge based learning in higher education–A systematic literature review. Innovations in Education and Teaching International, 59(5), 609–618. https://doi.org/10.1080/14703297.2021.1892503
Loyens, S. M. M., Magda, J. y Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411–427. https://doi.org/10.1007/s10648-008-9082-7
Mayer, R. E. (2009). Constructivism as a theory of learning versus constructivism as a prescription for instruction. En S. Tobias, y T. M. Duffy (Ed.), Constructivist instruction: Success or failure? (p. 184–200). Routledge.
Nichols, M., Cator, K. y Torres, M. (2016). Challenge-based learner user guide. Digital Promise.
Perna, S., Recke, M. P. y Nichols, M. H. (2023). Challenge Based Learning: A Comprehensive Survey of the Literature. The Challenge Institute.
Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. http://doi.org/10.1016/s0883-0355(99)00015-4
Poulou, M. (2005). Educational psychology within teacher education. Teachers and Teaching: Theory and Practice, 11(6), 555–574. https://doi.org/10.1080/13450600500293241
Serrano-Cena, A. y Beltran-Sanchez, J. A. (2024). Psychology students’ experiences with the application of a memory workshop: A case of challenge-based learning. En M. E. Auer, U. R. Cukierman, E. Vendrell Vidal, y E. Tovar Caro (Eds.), Towards a hybrid, flexible and socially engaged higher education: ICL 2023 (Lecture Notes in Networks and Systems, vol. 911). Springer. https://doi.org/10.1007/978-3-031-53382-2_44
Sukackė, V., Guerra, A. O. P. D. C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L. y Brose, A. (2022). Towards active evidence-based learning in engineering education: A systematic literature review of PBL, PjBL, and CBL. Sustainability, 14(21), 13955. https://doi.org/10.3390/su142113955
Viciana, S. (2021). L’avaluació d’activitats d’Educació del Consum des de la perspectiva de l’Educació per a la Sostenibilitat i la Complexitat: una proposta d’instrument (Tesis doctoral). Dipòsit Digital Institucional de la Universitat Autònoma de Barcelona. http://hdl.handle.net/10803/674362
Yáñez de Aldecoa, C. y Gómez-Trigueros, I. M. (2022). Challenges with complex situations in the teaching and learning of social sciences in initial teacher education. Social Sciences, 11(7), 295. https://doi.org/10.3390/socsci11070295
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Adriana Gil-Juárez (Autor de Correspondencia); Ibis Marlene Álvarez, Jesús Ribosa, Salvador Viciana
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
