El trabajo de campo experimental como método de aprendizaje práctico

Autor: Fernández Losa, NicolásRuiz Cabestre, Francisco JavierGonzález Menorca, Carlos

Tipo de documento: Artículo de revista

Revista: Contextos Educativos : Revista de Educación. ISSN: 1575-023X. Año: 2015. Páginas: 143-161.

Texto completo open access 

IN-RECS (datos correspondientes al año 2010) Disciplina: EDUCACION  Cuartil: 4º C  Impacto:

CARHUS Plus+: C

CIRC: GRUPO B

Resumen: This paper describes a teaching experience about experimental field work as practical learning method implemented in the subject of Organizational Behaviour. With this teaching experience we pretend to change the practical training, as well as in its evaluation process, in order to favour the development of transversal skills of students. For this purpose, the use of a practice plan, tackled through an experimental field work and carried out with the collaboration of a business organization within a work team (as organic unity of learning), arises as an alternative to the traditional method of practical teachings and allows the approach of business reality into the classroom, as well as actively promote the use of transversal skills. In particular, we develop the experience in three phases. Initially, the students, after forming a working group and define a field work project, should get the collaboration of a nearby business organization in which to obtain data on one or more functional areas of organizational behaviour. Subsequently, students carry out the field work with the realization of the scheduled visits and elaboration of a memory to establish a diagnosis of the strategy followed by the company in these functional areas in order to propose and justify alternative actions that improve existing ones. Finally, teachers assess the different field work memories and their public presentations according to evaluation rubrics, which try to objectify and unify to the maximum the evaluation criteria and serve to guide the learning process of students. The results of implementation of this teaching experience, measured through a Likert questionnaire, are very satisfactory for students.