An educational experience based on interdisciplinary integration and social outreach projects

Authors

  • Miguel Ángel Corominas Ayala Instituto Técnico Jesús Obrero, Caracas, Venezuela

Keywords:

Project, Science Teaching, Educational Experience, Jesuit Education, Technical Education

Abstract

This article describes an educational experience carried out at the Jesús Obrero Technical Institute between 1972 and 1975. A group of teachers who were dissatisfied with the current educational methodology sought to give their own meaning to the Institute's education, combining formal education with technical education and training in Christian values. Over three years, some 500 students participated in field projects focused on science education, resulting in a doctrine and curriculum technique called Project. In particular, the Science-Water project is analyzed, which collected the learning from previous projects and marked an important milestone in the way of working in the institution. This experience gave rise to other educational experiences and ended up giving an institutional work style oriented to Project-Based Education. The research was done through primary sources, in-depth interviews with the teachers involved in the development of the Project and with Jesuits who were directors at that time.

Downloads

Download data is not yet available.

Author Biography

Miguel Ángel Corominas Ayala, Instituto Técnico Jesús Obrero, Caracas, Venezuela

Licenciado en Administración, Universidad Central de Venezuela. Licenciatura en Educación, mención en Filosofía, Universidad Católica Andrés Bello. Máster en Globalización, Desarrollo y Cooperación en Gerencia, Universidad de Barcelona. Candidato a Doctor en Educación, Universidad Católica Andrés Bello. Rector del Instituto Técnico Jesús Obrero.

References

Álcivar, A., Vélez, M. y Tapia, G. (2023). Estrategias metodológicas del docente para el desarrollo del aprendizaje significativo de los estudiantes. Revista Dilemas Contemporáneos: Educación, Política y Valores. X(3). https://n9.cl/3ulf2o.

Barron, B., Schwartz, D. L., Vye, N.J., y Bransford, J.D. (1998). Doing with understanding: Lessons from research on problem and project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311.

Bernal, C. (2010). Metodología de la investigación para administración, economía, humanidades y ciencias sociales. Pearson Educación.

Carvajal. L., Manterola. C., Rico. A. y Zambrano. A. (1975). Proyecto Ciencias-Agua. Una experiencia educativa. Jornada Nacional de Análisis del Sistema Educativo Venezolano. Universidad Central de Venezuela. Mimeografiado.

CERPE (1978). Renovación, politización, conflicto. Análisis de una experiencia educativa. Instituto Técnico Jesús Obrero 1972-1975. Autor.

Corbetta, P. (2007). Metodología y técnicas de investigación social. Mcgraw-Hill.

Díaz, F. (2003). Cognición situada y estrategias para el aprendizaje significativo REDIE. Revista Electrónica de Investigación Educativa, 5(2), 105-117.

García, N. (2008). La pedagogía de proyectos en la escuela: una aproximación a sus discursos en el caso del área de lenguaje. Revista Enunciación. 13, 79-95. https://revistas.udistrital.edu.co/index.php/enunc/article /view/1264/1707.

Hernández, R., Fernández, C., y Baptista, P. (2014). Metodología de la investigación. Mcgraw Hill.

Instituto Técnico Jesús Obrero (1973). Planificación de una Metodología Integral de la Educación. (2° y 3° del primer ciclo). Autor.

Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., y Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3-4), 313-350.

Lacueva, A. (2015). Proyectos de aprendizaje en el liceo: hablan ocho docentes. Paradigma, Vol. XXXIII, 2, 27 – 63. https://n9.cl/qx96z

Martínez, M., Tapia, M., Naval, C. (2008). Aprendizaje servicio y responsabilidad social de las universidades. Ediciones Octaedro. https://n9.cl/wxpyz

Mayor, D. (2019). Ejes pedagógicos que articulan los proyectos de aprendizaje-servicio. Revista Internacional de Educación y Aprendizaje, 7(1), 29-36, https://doi.org/10.37467/gka-revedu.v7.1940

Narváez, E. (2006). Una mirada a la escuela nueva. Educere, 10(35), 629-636.

Neri, R. (1976). Jornada Nacional de Análisis del Sistema Educativo Venezolano. Conclusiones, proposiciones, recomendaciones, alternativas. Universidad Central de Venezuela.

Ortiz, M. y Hernández, O. (2023). Aprendizaje basado en problemas mediado por una aplicación educativa móvil. Revista Virtual Universidad Católica del Norte, (69), 43-69. https://doi.org/10.35575/rvucn.n69a3.

Prieto, L. y Padrino, L. (2009). La Escuela Nueva en Venezuela. El Perro y La Rana.

Puig, J. y Palos, J. (2006). Rasgos pedagógicos del aprendizaje-servicio. Cuadernos de Pedagogía. 357.

Ruiz, G. (2013). La teoría de la experiencia de John Dewey: significación histórica y vigencia en el debate teórico contemporáneo. Foro de Educación, 11(5), 103-124. http://dx.doi.org/10.14516/fde.2013.011.015.005

Downloads

Published

2023-10-16

How to Cite

Corominas Ayala, M. Ángel . (2023). An educational experience based on interdisciplinary integration and social outreach projects. Areté, Doctorate in Education Digital Journal, 9(18), 135–152. Retrieved from http://saber.ucv.ve/ojs/index.php/rev_arete/article/view/27259

Issue

Vol. 9 No. 18 (2023): Areté (julio - diciembre, 2023)

Section

Artículos de Investigación

License

This journal provides free, immediate access to its content under the principle of making research freely available to the public, which fosters a greater exchange of global knowledge.

Authors who publish in Areté, Revista Digital del Doctorado en Educación, agree to the following terms:

  1. Authors retain copyright and grant the journal the right to be the first publication of the work, as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of authorship of the work and initial publication in this journal.
  2. Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book), with an acknowledgement of its initial publication in this journal and not to be used for commercial purposes.
  3. The contents and images included in the articles are the responsibility of the author(s). Areté, Revista Digital del Doctorado en Educación, is not responsible for the information included in them.
  4. Authors agree with the license of use used by the journal, with the self-archiving conditions and with the open access policy.
  5. Authors are allowed to disseminate electronically (e.g., in institutional repositories or on their own website) the published version of their work, as it favors its earlier circulation and dissemination and thus a possible increase in its citation and reach among the academic community.
  6. In case of reuse of published works, the existence and specifications of the license of use must be mentioned, as well as the authorship and original source of publication.