Problem-Based Learning as a didactic-evaluative strategy for teaching history at the university level
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2020 |
| Descripción: | Introduction: One of the main challenges of history teaching at the university is to counteract “teacher-oriented” education with active methods, such as Problem-Based Learning, which allow teachers in training to develop historical competencies and soft skills relevant to their future professional performance. Objective: Evaluate Problem-Based Learning in history professor training, in five courses. Methods: I tested the method between March and December 2019 in 144 Pedagogy students from a Chilean university. The instruments for data collection were the Likert satisfaction survey, the students' field notebooks, the attendance record, the rubric designed to evaluate the method and the researcher's diary. Results: Overall, the students were satisfied with the method. However, there were also some limitations, including the students' lack of familiarity with Problem-Based Learning, the lack of group cohesion and the heavy workload that it requires. Conclusions: The development of soft skills was consistent with reports from other fields, but apparently this is the first time the method was tried in the field of history didactic. |
| País: | Portal de Revistas UNED |
| Institución: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Lenguaje: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/2906 |
| Acceso en línea: | https://revistas.uned.ac.cr/index.php/cuadernos/article/view/2906 |
| Palabra clave: | Problem-based learning (PBL) Initial teacher training Teacher-centered instruction Historical laboratory Historical thinking Aprendizaje basado en problemas (ABP) Formación inicial docente Magistrocentrismo Laboratorio histórico Pensamiento histórico |