Aplicação da aprendizagem baseada na investigação através dos Objectivos de Desenvolvimento Sustentável e do H5P: uma abordagem didática para promover a aprendizagem para aprender e as competências de cidadania no EFL
Aplicación del aprendizaje basado en indagación a través de los Objetivos de Desarrollo Sostenible: un enfoque didáctico para fomentar las competencias de aprender a aprender y de ciudadanía en EFL
DOI:
https://doi.org/10.54104/papeles.v16n32.1970Palavras-chave:
Inquiry-based Learning (IBL), Sustainable Development Goals (SDGs), English as a Foreign Language (EFL), Secondary Education, Teacher TrainingResumo
Este estudo utiliza uma abordagem de métodos mistos para examinar a integração da Aprendizagem Baseada em Inquérito (IBL) com o quadro temático dos Objectivos de Desenvolvimento Sustentável (SDGs). Realizada numa turma de ILE do quarto ano do ensino secundário numa escola pública em Espanha, a investigação centra-se numa implementação didática que abrange três sessões. Esta iniciativa responde à necessidade social de tornar as aulas mais atractivas e de transmitir conhecimentos sobre o estado atual do nosso planeta e da nossa sociedade. Apesar das limitações de tempo e do número de participantes, os resultados indicam que a IBL, quando combinada com a Agenda 2030, proporciona inúmeros benefícios. Estes benefícios incluem a motivação dos alunos para se empenharem ativamente no seu processo de aprendizagem, a melhoria da comunicação através da participação ativa e a promoção de um sentimento de otimismo sobre os possíveis resultados. Os resultados, obtidos a partir de dados qualitativos e quantitativos, oferecem contributos importantes para o domínio da educação, em particular para o EFL, demonstrando que as alternativas metodológicas e o enfoque temático podem ajudar os alunos a estabelecer ligações significativas com a sua aprendizagem, aumentando assim o seu empenhamento nos estudos.
Downloads
Referências
Alameddine, M. M., & Ahwal, H. W. (2016). Inquiry based teaching in literature classrooms. Procedia-Social and Behavioral Sciences, 232, 332-337.
Alcantud-Díaz, M., & LLoret-Catalá, C. (2023). Bridging the gap between teacher training and society: Sustainable development goals (SDGs) in English as a foreign language (EFL). Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2023.2283510
Alghamdi, A. K. H., & El-Hassan, W. S. (2020). Interdisciplinary inquiry-based teaching and learning of sustainability in Saudi Arabia. Journal of Teacher Education for Sustainability, 22(2), 121-139. https://doi.org/10.2478/jtes-2020-0020
Banquet Galindo, N. S., & Urrea Arcila, Z. (2020). Inquiry-based learning to foster active participation in the english class [thesis, Universidad de Córdoba]. https://repositorio.unicordoba.edu.co/server/api/core/bitstreams/c7161cd5-7656-4e66-9490-c4018dfa86f3/content
Baraquia, L. (2018). Interdisciplinary contextualization and inquiry-based learning: How engaging can it be? International Journal of Science and Engineering Investigations, 7(81). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4486803
Becker, S., Klein, P., Gößling, A., & Kuhn, J. (2020). Using mobile devices to enhance inquiry-based learning processes. Learning and Instruction, 69, 101350. https://doi.org/10.1016/j.learninstruc. 2020.101350
Berg, G. A. & Simonson, M. (2024). Distance learning. En Encyclopedia Britannica. https://www.britannica.com/topic/distance-learning
Chang, C., Chang, C. K., & Shih, J. L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100-115. https://doi.org/10.1016/j.system.2016.04.013
Cotton, K. (1988). Monitoring student learning in the classroom. Northwest Regional Educational Laboratory. https://files.eric.ed.gov/fulltext/ED298085.pdf
Decreto 107/2022, de 5 de agosto, del Consell, por el que se establece la ordenación y el currículo de la Educación Secundaria Obligatoria. https://noticias.juridicas.com/base_datos/CCAA/735994-d-107-2022-de-5-ago-ca-valencian-establece-la-ordenacion-y-el-curriculo-de.html
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214. https://doi.org/10.1016/j.edurev.2017.09.002
García Vaquero, A- F., & Alcantud Díaz, M. (2023). Exploring tolkien’s literary universe in the EFL classroom: Ap-proaching literature through robotics-enhanced inquiry-based learning. Digital Education Review, 44, 1-12. https://doi.org/10.1344/der.2023.44.1-12
Gokalp, G., & Can, I. (2022). Evolution of pre-service teachers’ perceptions about classroom management and student misbehavior in an inquiry-based classroom management course. Action in Teacher Education, 44(1), 70-84. https://doi.org/10.1080/01626620.2021.1939194
Govender, I. H., & Pillay, R. P. (2022). Undergraduate inquiry-based research to promote sustainable development goal 11 (sustainable cities and communities). African Journal of Inter/Multidisciplinary Studies, 4(si1), 113-128. https://doi.org/10.51415/ajims.v4i1.1025
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Bloomsbury Publishing.
Lee, H. Y. (2014). Inquiry-based teaching in second and foreign language pedagogy. Journal of Language Teaching and Research, 5(6), 1236-1244. https://doi.org/10.4304/jltr.5.6.1236-1244
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. https://www.boe.es/eli/es/lo/2020/12/29/3
Ludwig, C. (2021). “There is no such thing as ‘away’”: An inquiry-based approach to developing learners’ sustainability literacy in the EFL classroom. Ecozon@: European Journal of Literature, Culture and Environment, 12(1), 66-82. https://doi.org/10.37536/ecozona.2021.12.1.4012
OWIS Communications Team. (2020, August 21). Why is the inquiry cycle important for learners? One World International School. https://owis.org/sg/blog/why-is-the-inquiry-cycle-important-for-learners/
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria. https://www.boe.es/eli/es/rd/2022/03/29/217/con
Satria, R., & Shahbana, E. B. (2020). The SWOT analysis of strengthening character education in junior high school. Jurnal Iqra’: Kajian Ilmu Pendidikan, 5(2), 56-67. https://doi.org/10.25217/ji.v5i2.827
Science Learning Hub. (2017). Climate change: A wicked problem for classroom inquiry. https://www.sciencelearn.org.nz/resources/2229-climate-change-a-wicked-problemfor-classroom-inquiry
Stibbe, A., & Luna, H. (2009). “Introduction.” In A. Stibbe (Ed.), The handbook of sustainability literacy: Skills for a changing world (pp. 9-16). Green Books.
Unesco (2014). Global citizenship education: Preparing Learners for the challenges of the 21st century. https://unesdoc.unesco.org/ark:/48223/pf0000227729
Unesco. (2014). Unesco roadmap for implementing the Global Action Programme on Education for Sustainable Development. https://unesdoc.unesco.org/ark:/48223/pf0000230514
Unesco. (2024, 23 October). What you need to know about education for sustainable development. https://www.unesco.org/en/sustainable-development/education/need-know
United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
United Nations. (n.d.). The 17 Goals: Sustainable Development. https://sdgs.un.org/goals
Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5, 1-14. https://doi.org/10.1186/s40862-020-00090-2
Wals, A. E. J., Weakland, J., & Corcoran, P. B. (2017). “Introduction.” In P. B. Corcoran, J. P. Weakland, & A. E. J. Wals (Eds.), Envisioning futures for environmental and sustainability education (pp. 19-29). Wageningen Academic Publishers. https://doi.org/10.3920/978-90-8686-846-9
Downloads
Publicado
-
Resumo150
-
PDF 20
-
LENS 1
-
XML 18
Como Citar
Edição
Seção
Categorias
Licença
Copyright (c) 2024 Miryam Bravo Luque, María Alcantud-Díaz
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NoDerivatives 4.0 International License.