teaching methods

3 September 2020

Inquiry-Based Learning (IBL) is a methodology that enhances learning through a knowledge construction process. The aim of this study is to establish how IBL is used and what effects it has on university students from social sciences and health sciences. This study follows the PRISMA guidelines for conducting systematic reviews. It comprises an analysis of 31 studies extracted from four electronic databases and reference lists on the topic, published in English between 1998-2019. The results show that the strengths of IBL are: 1) promoting cooperative learning, 2) engaging students in self-learning, and 3) increasing critical thinking. Its weaknesses include: 1) the inability to meet learning expectations, and 2) the reluctance of university hierarchies to embrace IBL. The potential of IBL as a teaching strategy at university level is discussed as it allows deep knowledge construction, increased learning motivation, and development of students’ research skills as well as their self-learning, self-confidence, critical thinking, and academic performance. IBL favours meaningful learning by university students by offering a space for the creation of knowledge stimulated by the inquiry process.

Please, cite this article as follows: Santana-Vega, L. E., Suárez-Perdomo, A., Feliciano-García, L. (2020). El aprendizaje basado en la investigación en el contexto universitario: una revisión sistemática | Inquiry-based learning in the university context: A systematic review. Revista Española de Pedagogía, 78 (277), 517-535. doi: https://doi.org/10.22550/REP78-3-2020-08

11 May 2018

The teaching of structures on architecture degrees has traditionally been based on didactic lectures covering theoretical content with exercises solved in class by the lecturer. This very passive teaching style which involves minimal student participation, was accompanied by a high failure rate. Based around calculating unrealistic models by hand, this method is unattractive from a pedagogical perspective, something reflected in low attendance rates. It also creates superficial learning in which concepts are quickly forgotten after finishing the module. This article presents the innovations adopted in the Structures II and Structures IV modules from the Architecture degree at the University of Malaga, which have made it possible to raise the pass rate and attendance, and also aim to give students a closer link to this content through the use of ICT. To do this, flipped learning and PBL methodologies were used along with various ICT tools that also made it possible to check how students follow the module with the aim of evaluating the results of continuous assessment. The results obtained show a rising trend in the pass rate with an improvement in the quality of the passes and an increase in the number of students who sit the exam in the first assessment period. It can be concluded that the use of the methodology described above leads to students being more involved and motivated by the subject, favouring continuous weekly work, and thus achieving better learning.


Cite this article as: Ruiz-Jaramillo, J., & Vargas-Yañez, A. (2018). La enseñanza de las estructuras en el Grado de Arquitectura. Metodología e innovación docente a través de las TIC | Teaching structures on Architecture degrees. ICT-based methodology and teaching innovationRevista Española de Pedagogía, 76 (270), 353-372.  doi: https://doi.org/10.22550/REP76-2-2018-08

12 September 2014

The aim of this work was to assess the impact of innovative teaching methodology, learning centered, on learning strategies and academic achievement of three groups of students in Chemistry. They were 1st year Engineering students at the Polytechnic University of Valencia. A pre-experimental design with pretest and posttest measures, taken by the questionnaire CEVEAPEU, was used. The sample consisted of 74 students in three groups, whose teachers agreed on the methodology they used. The teaching methods included expository methodology, questions, problem solving, development of a monograph, laboratory practices, team work, etc. They used a system of assessment that returned formative feedback to students. Significant improvements in learning strategies in the posttest were found, both overall test scores and scores of the scales and subscales (metacognitive strategies, search and selection information strategies and processing and use of information strategies and better grades in that subject than in the others of the course. The positive results encourage researchers to continue in this direction.


Key Words: Higher education, teaching methods, learner-centered methodology, learning to learn, university students.

7 June 2007

The present paper is the result of an investigation on cooperative learning towards moral development among students of 3rd B.U.P. (16 year olds, final course of secondary schooling in Spain). The need to overcome a too restrictive moral education, often limited to the technique of moral dilemma is justified. Techniques used in the applied pedagogical programme are described (jigsaw and investigation group), as well as their rationale. The results obtained indicate a considerable increase in moral development for the experimental group. The main conclusion of this investigation makes it clear that it is possible to promote moral development by applying cooperative learning only without the recourse to moral dilemma (hypothetical or real).