L'aprenentatge competencial i l'ABP a l'educació superior: impactes i valoracions des de l'experiència de l'alumnat de sociologia

Abstract

This paper examines the potential and limitations of Problem Based Learning (PBL) methodology which has been applied, for the second year (2023-2024), to BA Sociology students in the University of Barcelona within the INNDOC “Problem Based Learning for urban sociology” educative innovation program. PBL is a methodology presenting realistic case studies to solve problems that have an open solution. The student, through some reading and guided questions, is encouraged to solve the problem presented in the way they see best. This methodology bridges a gap between the theory seen in the BA and the reality of what can be a future demand in a job. In this paper, we focus on the student’s experience with this methodology. We evaluate the outcome of this implementation through student feedback gathered at the end of the implementation through a questionnaire and an additional focus group. We conclude by noting that students value the methodology positively because of four main points: a) the relationship it fosters between theory and practice; b) working on case studies with real situations; c) the teachers as guides; d) time to work autonomously in the classroom. They also see limitations in this implementation, and those are: a) this activity requires a bigger effort than others; b) a sense of insecurity because of their lack of previous experience.