EL LIBRO TRATA SOBRE EL ENFOQUE EDUCATIVO APRENDIZAJE BASADO EN DISEÑAR, EL CUAL UTILIZA LOS SABERES Y HABERES DEL EJERCICIO Y EDUCACIÓN EN DISEÑO EN OTROS CONTEXTOS EDUCATIVOS CON EL PROPÓSITO DE MEJORAR LOS APRENDIZAJES. EL LIBRO PRESENTA UNA INTRODUCCIÓN AL TEMA SEGUIDO DE UNA DESCRIPCIÓN DE UN PROYECTO EN EL QUE SE DESARROLLA UN MODELO DIDÁCTICO BASADO EN EL ENFOQUE. SEGUIDAMENTE, SE PRESENTAN CASOS DE ESTUDIO EN LOS QUE SE APLICA EL MODELO, Y SE ENTREGAN RECOMENDACIONES PARA SU IMPLEMENTACIÓN EN EL AULA.

EL OBJETIVO DE ESTUDIO ES DEVELAR LA PERCEPCIÓN DEL ALUMNADO DEL PROFESORADO DE EDUCACIÓN PRIMARIA, RESPECTO A SU EXPERIENCIA PEDAGÓGICA EN EL ENFOQUE EDUCATIVO APRENDIZAJE BASADO EN DISEÑAR (ABED). EL ESTUDIO SE HACE SOBRE UN UNIVERSO DE 54 ESTUDIANTES EN LA ASIGNATURA DE DIDÁCTICA DE LAS CIENCIAS NATURALES, DE SEGUNDO AÑO DE LA CARRERA DE PEDAGOGÍA GENERAL BÁSICA DE UNA UNIVERSIDAD ESTATAL DE CHILE. LA EXPERIENCIA ES EVALUADA MEDIANTE EL ANÁLISIS DE LA EXPOSICIÓN ORAL POR PARTE DEL ALUMNADO, ADEMÁS DE UN GRUPO FOCAL COMPUESTO POR LOS MISMOS PARTICIPANTES. LOS RESULTADOS SUGIEREN QUE LA EXPERIENCIA FUE PERCIBIDA COMO UN APORTE VALIOSO PARA SU FORMACIÓN Y EJERCICIO PROFESIONAL, CORROBORANDO ADEMÁS QUE ÉSTA CONTRIBUYÓ A PROMOVER LAS BASES TEÓRICAS DEL MODELO. DE ESTE MODO, SE CONCLUYE QUE LA EXPERIENCIA ES PROMISORIA, EN ESPECIAL PARA APOYAR EL TRABAJO POSTERIOR CON LOS PROFESORES MULTIGRADO EN LA RURALIDAD, ENTENDIENDO QUE EL ESTUDIO SE ENMARCA EN UN PROYECTO FONDEF IDEA, CUYO OBJETIVO ES VALIDAR UN MODELO DIDÁCTICO CONTEXTUALIZADO ACORDE A LAS NECESIDADES, CARACTERÍSTICAS Y DESAFÍOS DE LA ESCUELA RURAL CHILENA.

TRADITIONALLY, THE INTERRELATION BETWEEN TEACHING AND LEARNING HAS FOCUSED ON STUDIES THAT SEEK TO DEFINE THE CORRELATION BETWEEN STUDENTS' LEARNING ACHIEVEMENTS AND METHODOLOGIES OF TEACHERS TO TRANSMIT INFORMATION. THE TEACHER DELIVERS KNOWLEDGE AND STUDENTS ARE PASSIVE RECEIVERS. THIS ARTICLE REFERS TO THE REFLEXIVE CRITICAL ANALYSIS CARRIED OUT BY A GROUP OF RESEARCHERS FROM THE EDUCATION AND DESIGN SECTOR, REGARDING THE ADVANTAGES, DISADVANTAGES, AND IMPROVEMENTS TO THE PEDAGOGICAL MODEL DESIGN BASED-LEARNING (DBL). IMPLEMENTED IN RURAL PRIMARY SCHOOLS IN CHILE. DESIGN-BASED LEARNING FOCUSES ON INTEGRATING DESIGN PROJECTS INTO THE CLASSROOM TO PROMOTE CREATIVE PROBLEM-SOLVING SKILLS AND TO SUPPORT STUDENTS WITH THE LEARNING OF CURRICULAR CONTENT THROUGH ENGAGEMENT IN REAL-WORLD, AND CROSS-CURRICULAR CHALLENGES. THE OBJECTIVE IS TO CONTRAST THE DBL PEDAGOGICAL MODEL WITH TRADITIONAL TEACHING METHODOLOGIES IN RURAL PRIMARY SCHOOLS. THIS DEFINITION WOULD HELP SO THAT TEACHING AND LEARNING WOULD BE BETTER CONNECTED TO THE REALITY OF SCHOOLS. TODAY, EDUCATIONAL CURRICULA IS APPLIED IN THE SAME WAY IN URBAN AREAS AS IN RURAL ONES, WITH INCONSISTENCIES THAT CONFUSE RURAL STUDENTS. THE DATA COLLECTION METHODOLOGY IS BASED ON DESIGN RESEARCH METHODS AND ALLOWS MEASURING THE IMPACT GENERATED BY THE NEW SYNERGIES BETWEEN TEACHERS AND STUDENTS DERIVED FROM THE EXPERIMENTAL IMPLEMENTATION OF THE DBL PEDAGOGICAL MODEL. THE APPLIED METHODS ARE BASED ON EXPLORATION THAT ALLOWS STUDENTS AND TEACHERS TO BE PROTAGONISTS JOINTLY, AMONG THEM ROLE INTERPRETATION, TRY IT YOURSELF, CULTURAL COMPARISONS, DAILY PHOTOS AND VIDEOS, ETHNOGRAPHY. WHILE THE RESEARCHERS OBSERVE THE PLANNING OF THESE ACTIVITIES CARRIED OUT WITH THE SUPPORT OF COLLABORATORS TRAINED IN THE ABED METHODOLOGY. RESEARCHERS APPLY RESEARCH METHODS IN DESIGN TO GATHER INFORMATION RELATED TO THE EXPERIENCE, SUCH AS FOCUS GROUP AND CULTURAL PROBES. THE RESULTS OF THE IMPLEMENTATION OF THE ABED METHODOLOGY SHOWS AN INCREA

THIS ARTICLE PRESENTS AN EDUCATIONAL EXPERIENCE IN PRIMARY SCHOOL STUDENTS IN CHILE TO CREATE AWARENESS OF CIRCULAR ECONOMY IMPORTANCE AND THE USE OF RESOURCES PRESENT IN THE IMMEDIATE ENVIRONMENT. THE CIRCULAR ECONOMY CONCEPT OF THE PRODUCT IS AIMED AT REDUCING 100% OF WASTE. THEREFORE, IT MUST BE FOCUSED ON KEEPING PRODUCTS AND MATERIALS IN THE ECONOMIC SYSTEM AS LONG AS POSSIBLE, THEN IT EMPHASIZES ON EXTENDING THE USEFUL LIFE OF PRODUCTS. ON THE OTHER HAND, DO IT YOURSELF (DIY) MATERIALS GENERATE NEW EXPERIENCE, PROMOTING SUSTAINABILITY AND SELF-PRODUCTION, MOTIVATING THE DEVELOPMENT OF KNOWLEDGE THROUGH THE ACTION. THEY REPRESENT LOCAL IDENTITY AND ADVANTAGES INVOLVE BASIC TECHNIQUES OF MANUFACTURE. RESOURCES ARE AVAILABLE IN PRODUCTION TERRITORY, REDUCING COLLECTION AND WASTE TRANSPORT COSTS, ENCOURAGING RECYCLING AND RELATIONSHIP WITH THE COMMUNITY OF ORIGIN. AT THE SAME TIME, IT ENCOURAGES CURIOSITY, ENGAGEMENT, CREATIVITY AND INNOVATIVE THINKING. THE METHODOLOGY IS COMPOSED OF SEVEN PHASES 1. DESIGNERS COLLECT INFORMATION ABOUT EXISTING WASTE IN THE IMMEDIATE ENVIRONMENT; 2. DESIGN AND MANUFACTURE DIY MATERIALS IN THE LABORATORY; 3. PRESENTATION OF MATERIALS DESIGNED FOR STUDENTS; 4. DEVELOPMENT OF DATA COLLECTION INSTRUMENT THROUGH SEMANTIC DIFFERENTIAL TABLES, BASED ON KANSEI METHODOLOGY; 5. DATA COLLECTION OF TACTILE EXPERIENCE WITH MATERIALS. 6. DATA TABULATION. 7. ELABORATION OF CONCLUSIONS. RESULTS INDICATE A HIGH EMOTIONAL ASSESSMENT OF STUDENTS TOWARDS INNOVATIVE MATERIALS POSSIBLE TO MANUFACTURE WITH WASTE GENERATED IN THEIR COMMUNITY. VISUAL AND TACTILE EVALUATIONS ARE ALSO PERCEIVED BY STUDENTS, HIGHLIGHTING POSITIVE ASPECTS ESPECIALLY FOR TRANSLUCENT AND FLEXIBLE MATERIALS, AS WELL AS MORBID AND HUGGABLE. STUDENTS SHOW A 100% INTEREST IN MANUFACTURING MATERIALS AND PRODUCTS APPLYING THE CONCEPTS PRESENTED. EDUCATIONAL RESULTS ARE POSITIVE BECAUSE THEY INTEGRATE PERSPECTIVE ADDRESSED AT THE ENVIRONMENTAL DIMENSION AND SOCIAL BENEFIT FOR IMMEDIATE