Flipped classroom, LCA y materiales de construcción: una experiencia didáctica para una actividad de aprendizaje cooperativa y activa

Abstract

RESUMENEl texto presenta una experiencia didáctica interdisciplinar que se está llevando a cabo en el Campus Terracini de la Università di Bologna (por miembros académicos de la Universidad de Bolonia investigadores del centro ENEA y de la Universitat Politècnica de València). La actividad se centra en la realización de un pequeño pabellón, sede del Trasition Team, un grupo experimental, involucrados en temáticas ambientales y sostenibles, internas y externas a la dinámica académica del Campus. Para ello, se ha estructurado una experiencia didáctica constructiva, centrada en este caso, en el empleo de materiales locales, que cumplen con requisitos determinados, prestaciones energéticas e impacto sostenible. Gracias a esta experiencia participativa de autoconstrucción, basada en la aplicación, análisis y definición del LCA de algunos materiales constructivos se está experimentando una propuesta didáctica alternativa, basada en el concepto de clase inversa o flipped classroom, crucial para futuros profesionales vinculados directa e indirectamente al mundo de la construcción. Palabras clave: aprendizaje experimental, LCA, materiales, transition ABSTRACT The paper outlines a didactic project undertaken at Campus Terracini (University of Bolonia Italy) thanks to local staff members and with the support of researchers from ENEA agency, Italy and professors of Polytechnic University of Valencia, Spain. The activity tries to To make sustainability transitions happen, considering that it is crucial not only to have a strategic planning processes committed by the top management, but also to encourage community engagement, approaching and promoting a bottom-up process. For this reason the project is concerning the layout of a small pavilion, head quarter of Transition Team (a multifunction group involved in sustainability plan of Unibo). To meet environmental performances, the space is planned with the use of appropriate building technologies, employing low impact and local materials. In addition, the space is realized in auto-construction, in order to strengthen the involvement of final users, the students. This paper will show an evaluation of appropriate building technologies with an LCA approach, combined with flipped classroom didactic methodology.

Building learning from brain knowledge = Construyendo aprendizaje a partir del conocimiento

“…Depending on the needs of the group and the workload involved, they are organized in one way or another. Sometimes, general critical sessions are held on the solutions obtained, which allow different points of view and criteria to be expressed [17], as well as a debate on the possibilities that exist for tackling the same problem. At other times, peer review is used.…”