Mapping constructivist active learning for STEM: toward sustainable education
As STEM education evolves, educators face growing challenges in selecting and adapting active learning strategies that are pedagogically sound, scalable, and aligned with sustainability goals. This study identifies and analyzes thirteen active (X-BLs) methods using a quantitative and qualitative, mu...
| Authors: | , , |
|---|---|
| Format: | article |
| Publication Date: | 2025 |
| Country: | España |
| Institution: | Universitat Politècnica de Catalunya (UPC) |
| Repository: | UPCommons. Portal del coneixement obert de la UPC |
| Language: | English |
| OAI Identifier: | oai:upcommons.upc.edu:2117/443037 |
| Online Access: | https://hdl.handle.net/2117/443037 https://dx.doi.org/10.3390/su17136225 |
| Access Level: | Open access |
| Keyword: | STEM education Active learning Constructivist learning Sustainability Learning methods Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Política educativa::Reforma educativa Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Gestió i planificació educativa Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Innovació i Investigació educativa Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge actiu |
| Summary: | As STEM education evolves, educators face growing challenges in selecting and adapting active learning strategies that are pedagogically sound, scalable, and aligned with sustainability goals. This study identifies and analyzes thirteen active (X-BLs) methods using a quantitative and qualitative, multi-criteria framework based on historical originality, conceptual distinctiveness, and compatibility with STEM education. The resulting classification—organized into the categories of originality, innovation, collaboration, and technology—provides a dynamic lens for understanding the development and context of active learning approaches. Beyond its theoretical contribution, the framework offers practical guidance for curriculum designers, school leaders, and policy makers seeking to implement context-sensitive, future-oriented STEM education. By clarifying which methods are foundational and which are more adaptive or emergent, the findings can support strategic decision making, promote pedagogical innovation, and contribute to building more sustainable and interdisciplinary learning environments. This work also sets the stage for further exploration of culturally and regionally grounded pedagogical approaches that address real-world challenges. |
|---|