Mejora de Talleres de Educación en Consumo a través del Aprendizaje Basado en Retos en el Grado de Educación Primaria

Adriana Gil-Juárez; Ibis Marlene Álvarez; Jesús Ribosa; Salvador Viciana

doi:10.31637/epsir-2024-348

Authors

Adriana Gil-Juárez Universitat Autònoma de Barcelona https://orcid.org/0000-0002-2170-4117
Ibis Marlene Álvarez Universitat Autònoma de Barcelona https://orcid.org/0000-0002-3250-3214
Jesús Ribosa Universitat Autònoma de Barcelona https://orcid.org/0000-0002-3551-0022
Salvador Viciana Escola del Consum de Catalunya https://orcid.org/0000-0003-3871-0895

DOI:

https://doi.org/10.31637/epsir-2024-348

Keywords:

challenge-based learning, primary education, teaching developmental psychology, collaborative learning, consumer education, developmental psychology teaching, education in consumption, higher education, teaching methodologies, critical thinking

Abstract

Introduction: Challenge-Based Learning (CBL) is an active methodology in which students collaborate with teachers and local stakeholders to solve local or global social problems, with the aim of preparing students to solve current problems with lasting effects. Methodology: In our case study, CBL was implemented in a Primary Education subject with the School of Consumption of Catalonia (SCC) as an agent of the territory. 250 students applied child development theory to improve consumer education workshops for children. They used Design Thinking in three phases: Engage, Investigate and Act. Results: The solutions proposed by the student teams included: modifying workshops, modifying activities, creating child development guides for the ECC, eliminating age bands in the workshops, improving ECC teaching guides, creating surveys on students' consumption habits, creating a checklist for the ECC to evaluate their workshops, and creating a magazine aimed at families to educate on sustainable consumption. Conclusions: The advantages of the CBL include the relevance of the theory and collaboration with specialists. However, limitations such as lack of depth of solutions and scheduling constraints were also discussed.

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Author Biographies

Adriana Gil-Juárez, Universitat Autònoma de Barcelona

Degree in Psychology from the UNAM in Mexico. MA in Social Psychology and PhD in Psychology from the Universitat Autònoma de Barcelona, where she is currently Associate Professor in the Department of Basic, Developmental and Educational Psychology. She has been visiting researcher at the Centre for Gender and Women Studies, Lancaster University, UK and visiting professor at the Department of Sociology, Universidad Autónoma Metropolitana Iztapalapa, Mexico. She coordinates the JovenTIC group since 2000, where she researches the gender digital divide, gender identities and ICTs in childhood and youth, and online gender violence, using qualitative methodology. She is currently researching gender-equitable online interactions through the GEiO project. Member of the GREDI research group at the UB and co-principal investigator of the SEGREVUNI project.

Ibis Marlene Álvarez, Universitat Autònoma de Barcelona

PhD in Psychology. Associate Professor in the Department of Basic, Developmental and Educational Psychology at the Universitat Autònoma Barcelona, Spain. Her research interests are related to cultural aspects of learning and psychological development. She coordinates the research group Human Development, Social Intervention and Interculturality (DEHISI) and is a member of the Inter-University Seminar on Identity and New Educational Trajectories (SINTE).

Jesús Ribosa, Universitat Autònoma de Barcelona

PhD in Educational Psychology (DIPE). Graduate in Primary Education, mention in English language by the Universitat Autònoma de Barcelona. Currently, he is a trainer and lecturer in the Department of Basic, Developmental and Educational Psychology. Member of the Research Group on Peer Learning (GRAI) and the Inter-University Seminar on Identity and New Educational Trajectories (SINTE).

Salvador Viciana , Escola del Consum de Catalunya

PhD in Education and Master of Research in Didactics of Mathematics and Experimental Sciences from the Universitat Autònoma de Barcelona. Diploma in Primary Education, mention in Physical Education from the Universidad Autónoma de Madrid (UAM), Degree in Psychopedagogy from the Universitat Oberta de Catalunya (UOC). He is currently coordinator of the educational team of the Escola del Consum de Catalunya and associate lecturer in the Department of Linguistic, Scientific and Mathematical Education at the University of Barcelona.

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