Implementing active methodologies from a transdisciplinary approach: The case of a chilean private subsidized school
Keywords:
Active methodologies, Transformation, Transdisciplinary approach, CurriculumAbstract
This research is part of the Project "I transform education" of the International Network of Researchers in Education (REDIIE), which includes training in active methodologies for teachers in Latin American educational systems. Specifically, this study addresses the factors related to active methodologies for strengthening the Institutional Educational Project (IEP) of a Chilean subsidized private school (N = 50; n = 43). Data is collected through a on-line Google forms-based questionnaire and an ad hoc face-to-face workshop. Findings indicate that, although the school’s teaching staff is highly committed to institutional statements and implementation of active methodologies in teaching proposals, there are still some gaps in implementing active methodologies, from a transdisciplinary approach.
References
Aksela, M. y Haatainen, O. (2019). Project-Based Learning (Pbl) In Practise: Active Teachers' Views Of Its' Advantages And Challenges. Conference Paper. https://www.researchgate.net/publication/333868087_PROJECT-BASED_LEARNING_PBL_IN_PRACTISE_ACTIVE_TEACHERS'_VIEWS_OF_ITS'_ADVANTAGES_AND_CHALLENGES/link/5d0a08ec92851cfcc622ce1b/download
Billiar, K., Hubelbank, J. Thomas, O y Camesano, T. (2014). Teaching STEM by design." Advances in Engineering Education 4, no. 1 (2014): 1-21. https://advances.asee.org/wp-content/uploads/vol04/issue01/papers/AEE-13-Billar-cor2.pdf
Brundiers, K. y Wiek, A. (2013). Do we teach what we preach? An international comparison of problem- and project-based learning courses in sustainability. Sustainability, 5(4) (2013), pp. 1725-1746, https://www.mdpi.com/2071-1050/5/4/1725
Freemana,S., Eddya, S. L., McDonougha, M., Smith, M. K., Okoroafora, N., Jordta, H. y Wenderotha, M. P. (2013). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410- 8415. https://www.uandes.cl/images/academicos/2016/Metanalisis_de_Freeman.pdf
Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming teaching in every school. New York, NY: Teacher’s College Press.
Hargreaves, A., & Shirley, D. (Eds.; 2009). The Fourth Way: The inspiring future for educational change. Thousand Oaks, CA: Corwin Press
Krajcik, J. S. y Shin, N. (2014). Project-based learning. R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.) (2014), pp. 275-297, http://daleydoseoflearning.weebly.com/uploads/1/8/7/7/18774020/chapter_19_pbl_kraichik.pdf
Vera, F. (2016). Transformación curricular. El caso de una universidad privada chilena. Revista Iberoamericana de Educación. 72(2), 23-46. https://rieoei.org/RIE/article/view/99/185
Vera, F. (2018). Cambio paradigmático: Un análisis crítico de la sostenibilización curricular en la educación superior chilena. Revista Akadèmeia, 16(1), 40-72. https://revistaschilenas.uchile.cl/handle/2250/35683
Vera, F. (2020). Concepciones de docentes universitarios chilenos sobre el pensamiento crítico. Revista Transformar, 1(1), 1-12, https://revistatransformar.cl/index.php/transformar/article/view/14
Wall, A. y Leckie, A. (2017). Curriculum Integration: An Overview. Current Issues in Middle Level Education, 22 (1), 36-40. https://files.eric.ed.gov/fulltext/EJ1151668.pdf
