Conectar la granja y la escuela: una revisión teórica
DOI:
https://doi.org/10.12795/IE.2023.i106.01Palabras clave:
aprendizaje al aire libre, escuela primaria, formación del profesorado, granja, metodologías de enseñanza, resultados del aprendizajeResumen
Esta revisión teórica surge de la necesidad de investigar el supuesto de que las granjas son entornos de aprendizaje cuyo valor se ve reforzado cuando las actividades de enseñanza-aprendizaje son diseñadas conjuntamente por los profesores y los agricultores. El propósito de la revisión es apoyar teóricamente la justificación del proyecto DEMETER, cuyo objetivo es desarrollar una metodología de enseñanza interdisciplinaria e identificar estrategias y herramientas para evaluar los resultados del aprendizaje en las granjas (en términos de competencias disciplinarias y transversales). Revisamos las investigaciones existentes que probaron instrumentos y recogieron evidencias en relación con los focos del proyecto: asociaciones granja-escuela, resultados del aprendizaje al aire libre y estrategias de enseñanza para contextos de aprendizaje al aire libre. Los estudios revisados se seleccionaron en función de la fiabilidad de sus contenidos y del rigor con el que los autores formularon las preguntas de investigación y analizaron los datos empíricos. En general, a pesar de la popularidad de muchas formas de aprendizaje al aire libre, los estudiosos convergen en la necesidad de un mayor exámen de la eficacia y la fiabilidad de las metodologías de enseñanza implementadas.
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Aceptado 2022-08-01
Publicado 2023-07-17
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