Re-Thinking the “Problem” in Inquiry-Based Pedagogies through Exemplarity and World-Oriented

Abstract

This paper conducts a theoretical exploration of the inquiry-problem in problem-oriented pedagogies. Specifically, the article draws on a critical reflection of the addition of a global and internationalisation dimension to the problem-oriented project learning (PPL) pedagogic model at Roskilde University in Denmark. While the tradition of PPL has always promised a world-oriented and transformative alternative to traditional higher education, the article argues that this new global dimension presents an opportunity to renew the transformative potential of PPL. In particular, it argues that it can facilitate new ways of conceptualising the inquiry-problem in relation to the pedagogic idea of exemplary problems. Furthermore, problem-oriented approaches can generally be articulated with a more values-based conception of internationalisation and global justice, in order to enhance the transformative potential of these pedagogies. The article proposes that this enhanced conceptualization of world-orientation is an appropriate answer to the call for pedagogic responses to the existential threat posed by the climate crisis.

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

“…The ECO method helps develop civic and social commitment in students, providing them with a more socially-responsible education. This aspect is shared by other studies [22, [72][73][74], which stress the need to go further, and urge the university to commit to the development of innovative practices with society, transferring its knowledge, strategies and values.…”

Acercando la diversidad social al alumnado de educación primaria: estudio sobre una experiencia de formación inclusiva

“…El profesorado, por su parte, mencionaba que la experiencia aportaba practicidad a los estudios universitarios y que tener que coordinarse con profesores/as de distintas disciplinas favorecía futuras colaboraciones. Estas aportaciones están en consonancia con la literatura científica que defiende la necesidad de mantener el contacto con el contexto para la preparación profesional del alumnado universitario (Rodrigo-Segura & Ballester-Roca, 2019) y la necesidad de romper con la interacción limitada entre asignaturas en los estudios de pregrado (Warren, 2019). Además, cabe señalar que la implementación del ABP supuso un desafío para muchos/as profesores/as.…”