El espacio en el trabajo por proyectos: el caso de los proyectos del Modelo Rubik
Supporting Agencies
- Centro Transdisciplinar de Investigación en Educación
Abstract
If we understand that education is an embodied and situated process, the importance of the spaces in which it takes place can be deduced. In order to understand the meanings that the participants give about the role of space in the teaching-learning process of project work, a case study is developed by observing and interviewing the teachers and students of three Primary Education centers that develop the Rubik educational model, in which the transformation of spaces for the development of projects plays a fundamental role. The results show that the participation of teachers and students in the transformation of the spaces linked to the development of different projects, would provoke the motivation of the students, guide them towards learning, facilitate memory and trigger different emotional and identity processes. The space would be a cultural mediator, in which experiences, learning and emotions would crystallize.
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References
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