RT Journal Article
T1 How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain
A1 Abril López, Daniel
A1 López Carrillo, María Dolores
A1 González Moreno, Pedro Miguel
A1 Delgado Algarra, Emilio José
AB This article presents the research results in relation to an interdisciplinary teachinginnovation project—Teaching and Learning of Social Sciences and Teaching andLearning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at theUniversity of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N  55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main researchproblem is to know if the ECPT improves the learning to learn competence after achallenge-based learning (CBL) linked to virtual tour in a museum. The main objectivewas to improve the learning to learn competence, during a virtual tour at the Community ofMadrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflectivetraining of students to understand problems of the past and present and future globalchallenges, promote collaborative and multidisciplinary work, and defend ethics andleadership. In order to ascertain the level of acquisition of this competence in thoseteachers who were being trained, their self-perception—pretest–posttest—of theexperience was assessed through a system of categories adapted from the EuropeanCommission. ECPT worked, in small groups and using e/m-learning tools, ten challengesand one storytelling cooperatively with university teachers to solve prehistoric questionsrelated to current situations and problems. Subsequently, two Early Childhood Educationteachers from a school in Alcalá de Henares reviewed the proposals and adapted them forapplication in the classroom of 5-year-old boys and girls. The results show animprovement in this competence in Early Childhood Preservice Teachers: total scorepre-post comparison paired-samples Wilcoxon test result shows a statistically significantdifference (p > 0.001); an evaluation rubric verified the results of self-perception. Second,we highlight the importance of carrying out virtual museum tours from a challenge-basedlearning for the development of big ideas, essential questions, challenges, and activities onsocioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to theEarly Childhood Education stage from a technological and didactic workshops point ofview, but there is a diversity of paleontological and archaeological materials and asignificant sociocritical discourse.
PB Frontiers Media
SN 2504-284X (electrónico)
YR 2021
FD 2021
LK http://hdl.handle.net/10272/20607
UL http://hdl.handle.net/10272/20607
LA eng
NO Abril-López D, López Carrillo D, González-Moreno PM and Delgado-Algarra EJ (2021) How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain. Front. Educ. 6:714684. doi: 10.3389/feduc.2021.714684
NO This work was developed within the framework of the followingfunded teaching innovation project: Challenge-based learning atthe Community of Madrid Regional Archaeological Museum: aproposal for teacher training applied to the classroom 5 years old(UAH/EV1212) (University of Alcalá, Spain). In addition, it hadthe support of the R + D HETEIC project: Heritage education forthe territorial and emotional intelligence of citizens. Analysis ofgood practices, design, and intervention in compulsory education(EDU 2015-67953-P) (Ministry of Science, Innovation andUniversities/FEDER)
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026