El puzle como técnica de aprendizaje cooperativo para la enseñanza de la historia y el desarrollo de habilidades blandas
Fecha
2020-12-27
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
Resumen
Descripción
Dentro de la enseñanza universitaria de la Historia, el aprendizaje cooperativo se presenta como una metodología en la que el alumnadopuede desarrollar su pensamiento históricoy potenciar sus habilidades blandas. Entre las técnicas más idóneas para logrardichosfines,destacael puzlecreado por Elliot Aronson en 1971.El presente artículotiene por objetivodescribirla implementación de estatécnica en un grupo de estudiantes de Pedagogía de la Universidad Católica de la Santísima Concepción (Chile). La metodología usada es cualitativa y se basa en un estudio descriptivo de caso. Los resultados obtenidos de la experiencia demuestran que el puzlees altamente efectivo para generar un aprendizaje significativo en los estudiantes, pues ,según la perspectiva docente y la de ellos mismos, lograron perfeccionar sus habilidades blandas(trabajo colaborativo, comunicación oral, compañerismo, responsabilidad individual y grupal, entre otras)y mejorar su comprensión sobre la Historia y su didáctica
Within the university teaching of history, cooperative learning is presented as a methodology in which students can develop their historical thinking and enhance their soft skills. The puzzle created by Elliot Aronson in 1971 stands out among the most suitable techniques to achieve these ends. The objective of this article is to describe the implementation of this technique in a group of students of Pedagogy at the Catholic University of the Most Holy Conception (Chile). The methodology used is qualitative and is based on a descriptive case study. The results obtained from the experience show that the puzzle is highly effective in generating significant learning in the students, since, according to the teaching perspective and that of the students themselves, they were able to perfect their soft skills (collaborative work, oral communication, companionship, individual and group responsibility, among others) and improve their understanding of History and its didactics
Within the university teaching of history, cooperative learning is presented as a methodology in which students can develop their historical thinking and enhance their soft skills. The puzzle created by Elliot Aronson in 1971 stands out among the most suitable techniques to achieve these ends. The objective of this article is to describe the implementation of this technique in a group of students of Pedagogy at the Catholic University of the Most Holy Conception (Chile). The methodology used is qualitative and is based on a descriptive case study. The results obtained from the experience show that the puzzle is highly effective in generating significant learning in the students, since, according to the teaching perspective and that of the students themselves, they were able to perfect their soft skills (collaborative work, oral communication, companionship, individual and group responsibility, among others) and improve their understanding of History and its didactics
Palabras clave
Enseñanza universitaria, Historia, Aprendizaje cooperativo, Puzle, Pensamiento histórico, University teaching, History