Implementation of the Active Pedagogies Paradigm and Active Learning in the Classroom. A Case Study from a University Philosophy Classroom, Based on the SoTL Research Model

Abstract

Introduction: The implementation of a series of didactic activities aligned with the paradigm of active pedagogies and active learning in university philosophy classes has become a recent area of interest and attention for current pedagogical and methodological trends in teaching philosophy. The introduction of such didactic activities is associated with the implementation of methodological teaching strategies that facilitate student-centered meaningful learning, representing a paradigmatic shift within the tradition of teaching philosophy. Objective: This research studies, records, and communicates the experiences of university students in the philosophy classroom. Its goal is to analyze the designs and methodological practices of teaching and learning philosophy based on the paradigm of active pedagogies and active learning in the classroom. It addresses the question: Do the implemented learning activities enhance learning? Method: A quantitative questionnaire with a Likert scale
was used to understand the population’s perception of the learning activities based on the SoTL methodology. Results: The results verify the relevance of designing and implementing educational practices centered on the student, as it provides meaningful learning, cognitive engagement, and stimulates higher-order cognitive processes.