The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education

Detalhes bibliográficos
Autor(a) principal: Gessi , Nedisson Luis
Data de Publicação: 2021
Outros Autores: Colpo, Juliane, Diehl, Bianca Tams, Chaves, Denise Felber, Kovatli, Marilei de Fátima, Ternes, Antonio Roberto Lausmann
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/17164
Resumo: The way in which both the School and the University are currently structured shows a model of education that has existed for over a century. However, this same model is unable to sustain the new challenges of contemporary society. This reinforces the need for the development and application of new teaching methodologies and methods, which favor a change from the dominant mental model to systemic thinking, autonomy, innovation and the solution of real problems that motivate learners for effective learning. The Lego® Serious Play® methodology fulfills these functions, but it needs to be understood and used. Based on this context, this study aims to understand how the Lego® Serious Play® methodology can contribute to the qualification of autonomy and, as a consequence, of the results in the learning process in active learning environments in higher education, since this methodology is totally innovative and disruptive, provides great gains in engagement and productivity of the learners involved, in addition to enhancing skills in creativity, communication, cooperation and solving complex problems. The present study takes a methodological perspective based on the action research method; in relation to the technical procedures used, the bibliographical research and the case study stand out; as for the method of approach, the hypothetical-deductive method was chosen. It is concluded that the Lego® Serious Play® methodology appears as an alternative to contribute to improving the results of the learning process in active learning environments in higher education. Such methodology encourages autonomy, systemic thinking and transdisciplinarity, in which the learner needs to know the 'whole', developing a systemic, holistic and global view of the facts.
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spelling The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher educationLa metodología Lego® Serious Play® como estrategia para promover la autonomía y mejorar los resultados en el proceso de aprendizaje en la educación superiorA metodologia Lego® Serious Play® como estratégia para promover a autonomia e melhorar os resultados no processo de aprendizagem no ensino superiorLego® Serious Play®LúdicoAutonomíaAprendiendoInnovaciónMetodología.Lego® Serious Play®playfulnessAutonomyLearningInnovationMethodology.Lego® Serious Play®LudicidadeAutonomiaAprendizagemInovaçãoMetodologia.The way in which both the School and the University are currently structured shows a model of education that has existed for over a century. However, this same model is unable to sustain the new challenges of contemporary society. This reinforces the need for the development and application of new teaching methodologies and methods, which favor a change from the dominant mental model to systemic thinking, autonomy, innovation and the solution of real problems that motivate learners for effective learning. The Lego® Serious Play® methodology fulfills these functions, but it needs to be understood and used. Based on this context, this study aims to understand how the Lego® Serious Play® methodology can contribute to the qualification of autonomy and, as a consequence, of the results in the learning process in active learning environments in higher education, since this methodology is totally innovative and disruptive, provides great gains in engagement and productivity of the learners involved, in addition to enhancing skills in creativity, communication, cooperation and solving complex problems. The present study takes a methodological perspective based on the action research method; in relation to the technical procedures used, the bibliographical research and the case study stand out; as for the method of approach, the hypothetical-deductive method was chosen. It is concluded that the Lego® Serious Play® methodology appears as an alternative to contribute to improving the results of the learning process in active learning environments in higher education. Such methodology encourages autonomy, systemic thinking and transdisciplinarity, in which the learner needs to know the 'whole', developing a systemic, holistic and global view of the facts.La forma en que se estructuran actualmente tanto la Escuela como la Universidad muestra un modelo de educación que existe desde hace más de un siglo. Sin embargo, este mismo modelo es incapaz de sostener los nuevos desafíos de la sociedad contemporánea. Esto refuerza la necesidad del desarrollo y aplicación de nuevas metodologías y métodos de enseñanza, que favorezcan el cambio del modelo mental dominante al pensamiento sistémico, la autonomía, la innovación y la solución de problemas reales que motiven a los educandos a un aprendizaje efectivo. La metodología Lego® Serious Play® cumple estas funciones, pero es necesario comprenderla y utilizarla. A partir de este contexto, este estudio tiene como objetivo comprender cómo la metodología Lego® Serious Play® puede contribuir a la calificación de la autonomía y, como resultado, los resultados en el proceso de aprendizaje en entornos de aprendizaje activo en la educación superior, ya que esta metodología es totalmente innovador y disruptivo, proporciona grandes ganancias en el compromiso y la productividad de los estudiantes involucrados, además de mejorar las habilidades en creatividad, comunicación, cooperación y resolución de problemas complejos. El presente estudio toma una perspectiva metodológica basada en el método de investigación-acción; en relación a los procedimientos técnicos utilizados, se destacan la búsqueda bibliográfica y el estudio de caso; en cuanto al método de aproximación, se eligió el método hipotético-deductivo. Se concluye que la metodología Lego® Serious Play® aparece como una alternativa para contribuir a mejorar los resultados del proceso de aprendizaje en entornos de aprendizaje activo en la educación superior. Dicha metodología fomenta la autonomía, el pensamiento sistémico y la transdisciplinariedad, en los que el alumno necesita conocer el "todo", desarrollando una visión sistémica, holística y global de los hechos.O modo como está estruturada tanto a Escola quanto a Universidade, atualmente, evidencia um modelo de educação que existe há mais de um século. No entanto, esse mesmo modelo, se mostra incapaz de sustentar os novos desafios da sociedade contemporânea. Reforça-se, assim, a necessidade do desenvolvimento e a aplicação de novas metodologias e métodos de ensino, que favoreçam a mudança do modelo mental dominante, para o pensamento sistêmico, a autonomia, a inovação e a solução de problemas reais que motivem os aprendentes para uma aprendizagem efetiva. A metodologia Lego® Serious Play® cumpre essas funções, porém precisa ser compreendida e utilizada. Com base nesse contexto, o presente estudo tem por objetivo compreender como a metodologia Lego® Serious Play® pode contribuir para a qualificação da autonomia e, em consequência, dos resultados no processo de aprendizagem em ambientes de aprendizagem ativa no ensino superior, uma vez que essa metodologia é totalmente inovadora e disruptiva, proporciona grandes ganhos de engajamento e de produtividade dos aprendentes envolvidos, além de potencializar as competências de criatividade, de comunicação, de cooperação e de resolução de problemas complexos. O presente estudo assume uma perspectiva metodológica alicerçada no método da pesquisa-ação; em relação aos procedimentos técnicos utilizados, destaca-se a pesquisa bibliográfica e o estudo de caso; quanto ao método de abordagem optou-se pelo hipotético-dedutivo. Conclui-se que a metodologia Lego® Serious Play® surge como uma alternativa para contribuir na melhoria dos resultados no processo de aprendizagem em ambientes de aprendizagem ativa no ensino superior. Tal metodologia estimula a autonomia, o pensamento sistêmico e a transdisciplinaridade, nas quais o aprendente precisa conhecer o ‘todo’, desenvolvendo uma visão sistêmica, holística e global dos fatos.Research, Society and Development2021-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1716410.33448/rsd-v10i8.17164Research, Society and Development; Vol. 10 No. 8; e13810817164Research, Society and Development; Vol. 10 Núm. 8; e13810817164Research, Society and Development; v. 10 n. 8; e138108171642525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/17164/15318Copyright (c) 2021 Nedisson Luis Gessi ; Juliane Colpo; Bianca Tams Diehl; Denise Felber Chaves; Marilei de Fátima Kovatli; Antonio Roberto Lausmann Terneshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGessi , Nedisson LuisColpo, Juliane Diehl, Bianca TamsChaves, Denise Felber Kovatli, Marilei de FátimaTernes, Antonio Roberto Lausmann 2021-08-21T18:46:59Zoai:ojs.pkp.sfu.ca:article/17164Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:33.480880Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education
La metodología Lego® Serious Play® como estrategia para promover la autonomía y mejorar los resultados en el proceso de aprendizaje en la educación superior
A metodologia Lego® Serious Play® como estratégia para promover a autonomia e melhorar os resultados no processo de aprendizagem no ensino superior
title The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education
spellingShingle The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education
Gessi , Nedisson Luis
Lego® Serious Play®
Lúdico
Autonomía
Aprendiendo
Innovación
Metodología.
Lego® Serious Play®
playfulness
Autonomy
Learning
Innovation
Methodology.
Lego® Serious Play®
Ludicidade
Autonomia
Aprendizagem
Inovação
Metodologia.
title_short The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education
title_full The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education
title_fullStr The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education
title_full_unstemmed The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education
title_sort The Lego® Serious Play® methodology as a strategy to promote autonomy and improve results in the learning process in higher education
author Gessi , Nedisson Luis
author_facet Gessi , Nedisson Luis
Colpo, Juliane
Diehl, Bianca Tams
Chaves, Denise Felber
Kovatli, Marilei de Fátima
Ternes, Antonio Roberto Lausmann
author_role author
author2 Colpo, Juliane
Diehl, Bianca Tams
Chaves, Denise Felber
Kovatli, Marilei de Fátima
Ternes, Antonio Roberto Lausmann
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Gessi , Nedisson Luis
Colpo, Juliane
Diehl, Bianca Tams
Chaves, Denise Felber
Kovatli, Marilei de Fátima
Ternes, Antonio Roberto Lausmann
dc.subject.por.fl_str_mv Lego® Serious Play®
Lúdico
Autonomía
Aprendiendo
Innovación
Metodología.
Lego® Serious Play®
playfulness
Autonomy
Learning
Innovation
Methodology.
Lego® Serious Play®
Ludicidade
Autonomia
Aprendizagem
Inovação
Metodologia.
topic Lego® Serious Play®
Lúdico
Autonomía
Aprendiendo
Innovación
Metodología.
Lego® Serious Play®
playfulness
Autonomy
Learning
Innovation
Methodology.
Lego® Serious Play®
Ludicidade
Autonomia
Aprendizagem
Inovação
Metodologia.
description The way in which both the School and the University are currently structured shows a model of education that has existed for over a century. However, this same model is unable to sustain the new challenges of contemporary society. This reinforces the need for the development and application of new teaching methodologies and methods, which favor a change from the dominant mental model to systemic thinking, autonomy, innovation and the solution of real problems that motivate learners for effective learning. The Lego® Serious Play® methodology fulfills these functions, but it needs to be understood and used. Based on this context, this study aims to understand how the Lego® Serious Play® methodology can contribute to the qualification of autonomy and, as a consequence, of the results in the learning process in active learning environments in higher education, since this methodology is totally innovative and disruptive, provides great gains in engagement and productivity of the learners involved, in addition to enhancing skills in creativity, communication, cooperation and solving complex problems. The present study takes a methodological perspective based on the action research method; in relation to the technical procedures used, the bibliographical research and the case study stand out; as for the method of approach, the hypothetical-deductive method was chosen. It is concluded that the Lego® Serious Play® methodology appears as an alternative to contribute to improving the results of the learning process in active learning environments in higher education. Such methodology encourages autonomy, systemic thinking and transdisciplinarity, in which the learner needs to know the 'whole', developing a systemic, holistic and global view of the facts.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/17164
10.33448/rsd-v10i8.17164
url https://rsdjournal.org/index.php/rsd/article/view/17164
identifier_str_mv 10.33448/rsd-v10i8.17164
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/17164/15318
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 8; e13810817164
Research, Society and Development; Vol. 10 Núm. 8; e13810817164
Research, Society and Development; v. 10 n. 8; e13810817164
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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