U UN NI IV VE ER RS SI ID DA AD D D DE E J JA AÉ ÉN N Vicerrectorado de Docencia y Profesorado Secretariado de Innovación Docente y Formación del Profesorado MEMORIA FINAL DE PROYECTOS DE INNOVACIÓN DOCENTE CONVOCATORIA CURSO 2010/2012 DATOS DEL/DE LA SOLICITANTE Nombre África Mª Apellidos Cámara Estrella D.N.I. 25989852 E-mail [email protected]Centro HH y Ciencias de la Educación Teléfono 953211810 Departamento Pedagogía Categoría Contratado Doctor DATOS DEL PROYECTO Título El autoaprendizaje de los alumnos a través del Aprendizaje Basado en Problemas Línea de actuación Proyectos para titulaciones Departamento/s implicados Pedagogía Lengua castellana y Literatura (Escuela Universitaria de Magisterio SAFA , Úbeda) Asignatura/s implicada/s Bases Pedagógicas de la Educación Especial. Nuevas Tecnologías aplicadas a la educación. Educación y Familia. Teoría de la educación y prácticas formativas en la educación infantil. Literatura en la enseñanza de la Lengua Titulación/Grado implicado/s Maestro distintas especialidades Grado en Educación Primaria Grado en Educación Infantil Curso/s implicado/s 1º, 2º, 3º Nº de alumnos afectados 450 MEMORIA DEL PROYECTO Justificación
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UNNIIVVEERRSSIIDDAADD DDEE JJAAÉÉNN Vicerrectorado … · la educación infantil. Literatura en la enseñanza ... identificar los principios que sustentan el conocimiento y ...
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UUNNIIVVEERRSSIIDDAADD DDEE JJAAÉÉNN
Vicerrectorado de Docencia y Profesorado Secretariado de Innovación Docente y Formación del Profesorado
Desarrollar un razonamiento eficaz y creativo de acuerdo a
una base de conocimiento
integrada y flexible
Orientar la falta de conocimientos y
habilidades de manera eficiente hacia la mejora
del mismo
Fomentar la actitud positiva hacia el propio
aprendizaje
Estimular el auto-aprendizaje a través de la experiencia
adquirida durante el desarrollo del
trabajo
Fomentar el trabajo en equipo
• Comprender
• Identificar
• Exponer
• Formular proyectos
1. Determinación objetivos
• La escuela inclusiva a juicio:
• Abogados defensores
• Fiscales
• Jueces
2. Planteamiento del problema.
• Distribución grupos 5/6
• Normas de trabajo3. Organización grupos de trabajo
• Identificar las necesidades de aprendizaje sobre el tema
• Búsqueda de información
• Diseño coordinado plan trabajo
• Desarrollo de la actividad
• Puesta en común
• Informe
4. Secuenciación
del trabajo en grupo
• Seguimiento del tutor
5. Tutorías
grupales
Organización del trabajo en grupo
1. Elección coordinador y secretario.
2. Elaborar normas de trabajo en grupo.
3. Diseñar objetivos de aprendizaje: ¿qué vamos a aprender con este trabajo?
4. Firmar contrato de grupo, comprometiéndose a cumplir las normas del grupo y desarrollar las competencias necesarias para adquirir los objetivos de aprendizaje.
1. Identificar las necesidades de aprendizaje sobre
EVALUACIÓN DE LA ACTIVIDAD DE APRENDIZAJE BASADO EN PROBLEMAS:
INSTRUCCIONES PARA LA EVALUACIÓN:
1.- La evaluación es un instrumento más en el proceso de enseñanza
y aprendizaje de los implicados en el mismo: alumnos, profesor y
metodología.
2.- El propósito de estas evaluaciones es proveer al alumno de
retroalimentación específica de sus fortalezas y debilidades, de tal
modo que pueda aprovechar posibilidades y rectificar las
deficiencias identificadas.
3.- La retroalimentación es fundamental, debe hacerse de manera
regular y es una responsabilidad del tutor. No debe tener un sentido
positivo o negativo, más bien consta de un propósito descriptivo,
identificando y aprovechando todas las áreas de mejora posibles.
4.- A continuación se proponen una serie de ítems de evaluación
correspondientes al trabajo realizado con la metodología del
Aprendizaje Basado en Problemas (ABP). Podéis añadir más ítems, o
modificarlos, pero respetando las competencias que se evalúan.
Estos cuestionarios se incluirán en los anexos correspondientes del
trabajo escrito
2
AUTOEVALUACIÓN (Rellenar cada alumno)
Grupo: Tema de trabajo: Fecha: Alumno que hace la autoevaluación:
Por favor, evalúa en el proceso de este trabajo, en qué medida has desarrollado o estás desarrollando las siguientes
capacidades, siendo 1: nada desarrolladas; 2: algo desarrolladas; 3: bastante desarrolladas; 4: totalmente
desarrolladas.
Criterios de autoevaluación
1 2
3
4
Motivación profunda y clara sobre mi necesidad de aprendizaje.
(Motivación de logro)
Tolerancia para enfrentarme a situaciones ambiguas.
Disposición para trabajar en grupo.
Habilidades para la interacción personal tanto intelectual como
emocional.
Desarrollo de la creatividad
Capacidad de análisis
Capacidad de síntesis
Desarrollo de la capacidad intelectual.
Habilidades para la solución de problemas.
Habilidades de comunicación escrita
Habilidad de comunicación oral
Ver mi campo de estudio desde una perspectiva más amplia.
Habilidades de pensamiento crítico.
Habilidades de pensamiento reflexivo.
Habilidades de pensamiento imaginativo.
Habilidades de pensamiento sensitivo.
Capacidad de autocrítica
Capacidad de compromiso ético
Habilidades de investigación
Capacidad de trabajar de manera autónoma
Capacidad para diseñar y gestionar proyectos de trabajo
Otras que consideres importantes:
Por favor, explica las capacidades que has marcado con 4:
3
EVALUACIÓN DEL TUTOR (Rellenar por el pequeño grupo (6 personas) en conjunto)
Grupo: Tema de trabajo: Fecha:
Por favor, evalúa en el proceso de este trabajo, el papel desarrollado por el tutor, siendo: 1: totalmente en desacuerdo; 2: en desacuerdo; 3: de acuerdo; 4: totalmente de acuerdo
Criterios de evaluación del tutor
1 2 3 4
Tiene conocimiento de la temática de la materia
Sabe distribuir roles diferentes dentro de la dinámica del ABP
Ha dejado claros los objetivos de aprendizaje
Fomenta el aprendizaje autónomo
Domina diferentes estrategias y técnicas de trabajo grupal, además de conocer la forma de dar retroalimentación al trabajar en un grupo
Considera al alumno como principal responsable de su propia educación
Concibe al grupo pequeño en el ABP como espacio de integración, dirección y retroalimentación
Está disponible para los alumnos durante el período de trabajo del grupo sin abandonar su papel de tutor.
Está preparado y dispuesto para tener tutorías individuales con los alumnos cuando se requiera.
El tema seleccionado por el tutor ha sido interesante
Fomenta la participación de todos los alumnos
Mantiene actitudes de respeto y apoyo hacia los alumnos
Identifica y señala al grupo, cuándo es necesaria, información adicional externa.
Identifica y sugiere los recursos apropiados para el trabajo de los alumnos.
Da estructura al trabajo durante las sesiones y sintetiza la información.
Tiene habilidad para ayudar al grupo a establecer metas comunes y un plan de trabajo coherente
Hace conscientes a los estudiantes de la necesidad de implicarse en el trabajo del grupo
Muestra habilidades para promover el aprendizaje individual y grupal
Apoya a los alumnos a mejorar su aprendizaje
Señala los aspectos que más te han gustado y los que menos de la acción del tutor
Describe la relación profesor/alumnado
Especifica la forma en que el tutor puede mejorar
4
EVALUACIÓN DEL GRAN GRUPO (Fiscales; Defensores o Jueces) (Rellenar una cada grupo pequeño)
Grupo: Tema de trabajo: Fecha:
Por favor, evalúa en el proceso de este trabajo, el papel desarrollado por el gran grupo al que has pertenecido siendo: 1:
totalmente en desacuerdo; 2: en desacuerdo; 3: de acuerdo; 4: totalmente de acuerdo
Criterios de evaluación del gran grupo
1 2 3 4
Los miembros del gran grupo han asistido con regularidad a las sesiones del juicio
Han sido responsables en la ejecución de todos los trabajos asignados
Han trabajado el material necesario para avanzar de forma satisfactoria en las discusiones del gran grupo
Han escuchado atentamente las aportaciones de todos los miembros
Se han mostrado respetuosos con todas las aportaciones
Todos los miembros se han implicado en el trabajo por igual
En general han aportado información nueva y relevante en las discusiones del gran grupo
Todos los miembros tenían claro el objetivo final y han trabajado por conseguirlo
Han presentado ideas lógicas y argumentos coherentes
Han realizado preguntas para promover un mayor entendimiento, claridad y comprensión del problema
Han comunicado ideas e información claramente.
Han ayudado a identificar e implementar estrategias para que el gran grupo haya funcionado mejor
Problem-Based Learning: An Instructional Model in Teaching Training Courses Elena M Díaz-Pareja, Juana M Ortega-Tudela, África Cámara Estrella
Department of Pedagogy, University of Jaén (Spain)
Methodology We used PBL methodology in the three years of the Grades of Primary Education and Early Childhood Education.
* 127 students from the first course
* 66 students from the second Course
* 69 students from the third Course
“The Self Assessment Scale about abilities developed in BPL”.(Instituto Tecnológico y de Estudios Superiores de Monterrey)
University of Jaén http://ujaen.es +34953212386
Table 1. Dimensions and variables
Results and discussion
2,7
2,8
2,9
3
3,1
3,2
3,3
1st Course 2nd Course 3rd Course
Figure 2 : Mean Ratings as a function of the dimensions proposed by Fernandez et al (2006)
Emotional Competence Practice Execution
Learning Effects Generalitation
Introducction The problem-based learning (PBL) is a methodology based on learning, reflection and investigation for solving a problem by students. PBL is really beneficial to future teachers because they need obtain the specific competences and abilities necessaries for developing their educative practice in a real and an effective way.
Relation between the course level of the students and the relevance the students attributed to the PBL methodology.
No effect on 7 out of the 21 variables: synthesis ability, writing communication abilities, imaginative and sensory thinking, self-criticism abilities, research abilities and the possibility of observed field of expertise in a wide perspective.
3rdyear students tended to though that PBL methodology helps them to improve their abilities in all the dimensions evaluated.
2nd and 1st year students had a similar perception concerning the abilities they learned, although were 2nd and 3rd year students who showed to have similar feeling on variables such as motivation and ability to design and manage working projects the students from 2nd and 3rdcourse had a similar perception.
The abilities which students perceived to be improved the most through the PBL methodology were those related to disposition for team working, Ethic compromise and Autonomous working.
Our results encourage further exploration of
the role of PBL as a strategy/tool to
optimize the learning of future teacher students. This methodology can
help this students develop some of the skills they need to become effective
teachers.
Emotional competences
Motivation about necessity of learning
Tolerant for facing ambiguos situations
Able for working in groups
Abilities for personal interaction
Problem solving ability
Auto-criticism abilities
Ethic compromise ability
Practice execution
Writing comunication
abilities
Oral communication
abilities
Critical thinking abilities
Reflexive thinking abilities
Imaginative thinking abilities
Sensory thinking abilities
Research abilities
Learning Effects
Creativity improve
Analysis ability
Synthesis ability
Intelectual ability improve
Autonomous working abilities
Desing and anagement of
working projects
Generalization
Motivation about necessity of learning
Able for working in gruops
Possibility of observed our field of expertise in a wide
Abstract The incorporation of Spain to the European Space for Higher Education (ESHE) is producing a substantial change in the conventional approach to University Education in our country. From this new framework the focus is on learning, the students must acquire advanced learning strategies and the teaching methodologies are to be active. However, University teaching staff still tends to use traditional methodologies based on the mere transmission of knowledge and with few methodological innovations. As teachers involved in the instruction of future educators we aimed at using the Problem-Based Learning (PBL) methodology to develop and promote general as well as specific competences. By implementing a teaching innovation project in different courses of the Degrees of Primary Education and Early Childhood Education, we show that the PBL may provide us with many advantages as a teaching tool for the integral training of future primary school teachers. In this paper, we describe some of the conclusions arising from the implementation of our project. Our results show that students under PBL curricula are more highly motivated and perceive themselves as better problem solvers and self-directed learners. In addition, we found students to improve their abilities to transfer and integrate concepts.
1. Introduction In this moment of change and renovation at the University it is very important the use of alternative didactic methodologies in class. From this new framework the focus is on learning, the students must acquire advanced learning strategies and the teaching methodologies are to be active. The problem-based learning (PBL) is a methodology based on learning, reflection and investigation for solving a problem by students [1]. This concept was born in medical education programs [2]. But this influence has gone to others subjects and it had demonstrated that this model could be effective in all disciplines [3, 4]. In the Grades of Primary Education and Early Childhood Education Courses we believe that PBL is really beneficial to future teachers because they need obtain the specific competences and abilities necessaries for developing their educative practice in a real and an effective way. In different education programs, students learn to solve different problems. Learners have to use diversity of skills for solving each type of problem. It is possible represent different categories of problems [5]: policy problems, strategic performance problems, troubleshooting problems, decision-making problems, design problems, dilemmas, rule-using problems and story problems. This requires different instructional methodologies and students need adapt their own learning methods. In our study we have used several types of problems: decision-making problems, study of case, dilemmas and learning based on an activity [6]. In all cases we have followed the eight phases to develop the PBL propose by [7]:
Learn and analyse about environment of the problem.
Carry out a brainstorming
List things which are knew
List things that are need to solve the problem
Define the problem
Look for information
Present the results For this reason we chose PBL as the best framework for working with our students. The PBL helps to the students to achieve abilities and capacities connected with teams work, motivation, communication skills, critical thinking, problem solving, investigation [8]….In our study we aimed to use the Problem-Based Learning (PBL) methodology for developing and promoting general and specific competences.
2. Methodology In order to enhance the personal and professional competences of future teachers, we used PBL methodology in the three years of the Grades of Primary Education and Early Childhood Education. A group of 127 students from the first course, one of 66 students from the second Course and a third group of 69 students from the third Course participated voluntarily in the study. To collect the data we used “The Self Assessment Scale about abilities developed in BPL”. This scale was adapted from the proposal presented by the Instituto Tecnológico y de Estudios Superiores de Monterrey [9] to determine the specific abilities the students consider they improved with the PBL methodology This scale is composed of 21 questions concerning to 4 different dimensions. These dimensions, described by Fernandez et al [10] are related to: Emotional Competences (EC), Practice Execution (PE), Learning Effects (LE) and Generalization (G).(Table 1). All of the questions were designed as Likert-type ranging from 1 (strongly disagree) to 4 (strongly agree).
Variables and dimension
V1. To have a deep and clear motivation about necessity of learning (EC y G)
V7. Synthesis ability (LE) V14. Reflexive thinking abilities (PE) V21. Design and management of working projects (LE y G)
Table 1. Dimensions and variables
3. Results and discussion Figure 1 shows the perception of the different courses in all the variables measured in our work. As can be observed the students from the 3
rd course rated BPL as a good tool for improving abilities and
competences.
In order to check for group differences we performed analyses of variance (ANOVA) on the responses to each variable (items). The variables that showed significant differences are detailed below:
Figure 1. Mean values of each item's responses as a function of the course
The analysis for the variable To have a deep and clear motivation about necessity of learning showed significant differences between the groups. Specifically, the students of second and third year, who did not differ, tended to report higher levels of motivation. A different pattern emerged in relation to the variable 2 To be more tolerant for facing ambiguous situations. In this case, it was the 3
rd
course group who differed from the other two in describing themselves as being more tolerant, F(2, 259): 6.44, p= .002. The same pattern appeared in the variables 3 (To be more able for working in groups), 4 (Abilities for the personal interaction. Intellectual and emotional), 5 (Creativity Improvement), 6 (Analysis ability) and 8 (Intellectual ability improvement). Concerning the variable 9 (Problem solving ability), the analysis revealed significant differences between groups. The first and third year students judged PBL to be important to develop problem-solving capacities. Differences were also observed for the variable 11 (Oral communication abilities), with the 3
rd year
students showing higher ratings. A similar pattern emerged for the variables related to thinking abilities (Critical thinking abilities and Reflexive thinking abilities), and the variables 18 (Ethic compromise ability) and 21 (Design and management of working projects showed). As for the variable 20 (Autonomous working), however, on average second and third year students showed similar rating but higher ones than first year students.
Table 1: Variables for the PBL competences
Variable 1st Course 2
nd Course 3
rd Course
p Mean SD Mean SD Mean SD
1. To have a deep and clear motivation about the necessity of learning.
3.03 0.38 3.22 0,60 3.26 0,54 .0012*
2. To be more tolerant for facing ambiguous situations. 2.83 0,47 3.87 0,60 3.20 0,68 .0018*
3. To be more tolerant for facing ambiguous situations. 3.41 0,61 3.36 0,65 3.62 0,62 .0305*
4. Abilities for the personal interaction 2.89 0,49 2.87 0,52 3.18 0,57 .0010*
21. Design and management of working projects 2.82 0,48 2.79 0,54 3.18 0,58 .0000*
After focusing individually on the 21 variables of the questionnaire, we looked at the four dimensions described above (Table 1). To do so the whole set of variables included in the each dimension were collapsed. The corresponding ANOVA on mean ratings confirmed significant differences between students of 3
rd year and the other two groups of students, who did not differ one from the other (Figure
2)
4. Conclusion In our study, we aimed at exploring the effect of the PBL methodology in the perceived development of competences in a sample of students of two Degrees in Teaching training. The data determined a relation between the course level of the students and the relevance the students attributed to the PBL methodology. Specifically we studied 21 variables that assessed the extent to which students thought PBL helped them to acquire the competences we aimed to train.. We used a self-assessment scale in which the student expressed their perceptions about the PBL as a methodology to improve abilities and competences. Whereas we find no effect of the on 7 out of the 21 variables (related to synthesis ability, writing communication abilities, imaginative and sensory thinking, self-criticism abilities, research abilities and the possibility of observed field of expertise in a wide perspective. In general terms, the 3
rd year students tended to though that PBL methodology helps them to improve
their abilities in all the dimensions evaluated. 2
nd and 1
st year students had a similar perception concerning the abilities they learned, although were
2nd
and 3rd
year students who showed to have similar feeling on variables such as motivation and ability to design and manage working projects the students from 2
nd and 3
rdcourse had a similar
perception. Importantly, the abilities which students perceived to be improved the most through the PBL methodology were those related to disposition for team working, Ethic compromise and Autonomous working. The participants in the PBL project judged this methodology to be useful to increase that they were more able for working in groups. They had a personal implication in their own learning process that offers them the opportunity for acquire ethics compromises. This effect was bigger when we talk about the 3
rd and 2
nd courses students who transfer their learning to new work projects.
Our results encourage further exploration of the role of PBL as a strategy/tool to optimize the learning of future teacher students. This methodology can help this students develop some of the skills they need to become effective teachers.
References [1] Servicio de Innovación Educativa (2008).Aprendizaje basado en problemas. Guías rápidas sobre nuevas metodologías. Madrid: Universidad Politécnica de Madrid. [2] Barrows, H.S. (1986). A Taxonomy of problem-based learning methods. Medical Education, 20 (6), 481–486. [3] Major, C. and Palmer, B. (2001). Assessing the Effectiveness of Problem-Based Learning in Higher Education: Lessons from the Literature. Academic Exchange Quarterly.5 (1), http://www.rapidintellect.com/AEQweb/mop4spr01.htm [4] Knowlton, D (2003). Preparing students for Educated Living: virtues of Problem-Based Learning across the Higher Education Curriculum. New Directions for Teaching and Learning.95, 5-12.
2,7
2,8
2,9
3
3,1
3,2
3,3
1st Course 2nd Course 3rd Course
Figure 2 : Mean Ratings as a function of the dimensions proposed by Fernandez et al (2006)
Emotional Competence
Practice Execution
Learning Effects
Generalitation
[5] Jonassen, D. (2011). Supporting Problem Solving in PB. Interdisciplinary Journal of Problem-based Learning. 5 (2), 95-119. [6] Kolmos, A. (2004). Estrategias para desarrollar currículos basados en la formulación de problemas y organizados en base a proyectos. Educar. 33, 77-96. [7] Morales, P. y Landa, V. (2004) Aprendizaje Basado en Problemas. Theoria. 13, 145-157. [8] Prieto, L. (2006). Aprendizaje activo en el aula universitaria: el caso del aprendizaje basado en problemas. Miscelánea Comillas. Revista de Ciencias Humanas y Sociales. 64 (124), 173-196. [9] Instituto Tecnológico y de Estudios Superiores de Monterrey (n.d.). El ABP como técnica didáctica. Dirección de Investigación y Desarrollo Educativo. Retrieved from http://www.ub.edu/mercanti/pbl.htm. [10]Fernández, A.; García, J.; Caso, A.; Fidalgo, R, and Arias, O. (2006).El aprendizaje basado en problemas: revisión de estudios empíricos internacionales. Revista de Educación, 341, 397-418.