Estrategias para el desarrollo del pensamiento crítico en la docenciade Urbanismo III de la ETSA de Málaga
-
Francisco Conejo-Arrabal [1] ; Elena Enciso-Martínez [1] ; Kike España [1] ; Juana Sánchez Gómez [1]
-
[1] Universidad de Málaga
Universidad de Málaga
Málaga, España
-
- Localización: Educación y conocimiento como ejes del pensamiento crítico: Experiencias innovadoras y significativas / coord. por Mariana González Boluda, Yanira Mesalina Ramírez Cruz, Carolina Lorenzo Álvarez, 2024, ISBN 978-84-1079-028-5, págs. 121-133
- Idioma: español
- Enlaces
-
Resumen
One of the great challenges of university teaching is to implement didactic strategies that allow students to assimilate knowledge in a critical-reflective way. The development of critical thinking is essential to achieve this. In the subjects of the Architecture Design Module, which combine theory and practice, the aim is for students to understand the interaction between the two blocks. However, theoretical lectures often position students as passive subjects, limiting their participation and critical debate. This situation is aggravated in the English groups, with mostly international profiles. To address this challenge, different strategies have been implemented in the subject Urban Planning III (UIII) of the ETS of Architecture at the University of Malaga, such as the narrative-based portfolio and the role-playing game. UIII focuses on urban recycling, paying special attention to the incidence of naturalisation, extreme touristification and neighbourhood agreements. In this teaching context, these strategies have been implemented in the English subgroup. The theoretical-reflective portfolio together with the role-play have played a key role in individual and collective learning. The results indicate a significant improvement in theoretical learning, critical thinking and reflection on urban problems, as well as a better interpolation of practical learning and the exchange of arguments among students.
