TY - JOUR
T1 - Mejora de Talleres de Educación en Consumo a través del Aprendizaje Basado en Retos en el Grado de Educación Primaria
AU - Gil Juarez, Adriana
AU - Alvarez Valdivia, Ibis Marlene
AU - Ribosa Martinez, Jesus
AU - Viciana, Salvador
N1 - Publisher Copyright:
© 2024, HISIN (History of Information Systems). All rights reserved.
PY - 2024/7/18
Y1 - 2024/7/18
N2 - 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.
AB - 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.
KW - challenge-based learning
KW - collaborative learning
KW - consumer education
KW - critical thinking
KW - developmental psychology teaching
KW - education in consumption
KW - higher education
KW - primary education
KW - teaching developmental psychology
KW - teaching methodologies
UR - http://dialnet.unirioja.es/servlet/articulo?codigo=9861355
U2 - 10.31637/epsir-2024-348
DO - 10.31637/epsir-2024-348
M3 - Artículo
AN - SCOPUS:85200353371
SN - 2529-9824
JO - European Public and Social Innovation Review
JF - European Public and Social Innovation Review
ER -