Cooperative learning and brainstorming as didactic strategies in conservation and restoration of cultural assets

Abstract

This article exposes the tools of cooperative learning and brainstorming as a didactic strategy, in which teamwork, diversity, interaction between the students and feedback between them are promoted as the main source of learning. In professions related to the conservation and restoration of cultural assets, we work as a team, thus is fundamental that the students' training prepares them for this work reality and enables them to be part of and lead these teams, fostering cross-cutting skills such as communication effective, critical thinking, application and practical thinking among others. We will present the case of a teaching experience, in which cooperative learning is a fundamental tool to solve one of the practices of the subject “Introduction to the Conservation and Restoration of golds and polychromies” of the Degree in Conservation and Restoration of Cultural Assets in Universitat Politècnica de València. The practice consists in the identification of manufacturing techniques, and focuses on the subsequent professionalization and comprehensive training of students. The results obtained from it show how peer learning is an effective, dynamic strategy with infinite possibilities.

Results of the Application of Infographs as a Tool in University Teaching

“…In this way, not only individual work is promoted, but also the development of cooperative methodologies is activated, through exposure and debate, which are key tools for peer learning [6].…”