The reflective classroom. A pedagogical strategy to enable learning and critical thinking in virtualized environments
DOI:
https://doi.org/10.18050/RevUCVHACER.v12n1a1Keywords:
Aula diflexiva, Saber previo, Inestabilidad, Experiencia situada, Entornos virtualizadoAbstract
With the accelerated transformation of educational dynamics now in virtualized environments, it is
necessary to rethink the learning experience, in order to keep the focus on the transformation of individuals and their abilities to remain protagonists of their own training process. In this context, a pedagogical proposal is presented, called the diflexive classroom, which, based on systemic epistemology and deep ecology, seeks to situate the previous experience of the students and create zones of instability and discomfort of their own knowledge, to build from there. learning hubs, which enable the appropriation of innovative distinctions associated with the interests and experiences of students. Additionally, preliminary results of its application in postgraduate courses in Colombia and Mexico are reported, which reveal the successes and challenges that the application of this strategy implies.
Keywords: Diflexive classroom, prior knowledge, instability, situated experience, virtualized
environments.
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