Publication: Percepciones del profesorado de primaria sobre las visitas educativas basadas en las Visual Thinking Strategies (VTS). DAFO de su aplicación en el Museo Picasso de Barcelona
Authors
González-Sanz, Myriam ; Ibáñez-Etxeberria, Alex ; Feliu-Torruella, Maria
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v97i35.2.89816
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info:eu-repo/semantics/article
Description
Abstract
Se presenta un estudio de caso sobre la aplicación del método pedagógico Visual Thinking Strategies (VTS) a las visitas escolares del Museo Picasso de Barcelona. Teniendo como objetivo principal analizar las percepciones del profesorado de primaria y articular sus voces, se recurre a
una metodología mixta a través de triangulaciones de instrumentos y técnicas de análisis. Para ello se opta por un
análisis DAFO y se interrelacionan sus debilidades,
amenazas, fortalezas y oportunidades mediante un mapa
conceptual. Los docentes señalan muchos más aspectos
positivos que negativos, concentrándose los primeros en
tres áreas temáticas: los efectos cognitivos en el alumnado,
el modelo educativo constructivista y significativo que
impulsa y el concepto de museo como zona de confort
donde el estudiantado puede participar y opinar
libremente. Los aspectos negativos giran en torno a los
rasgos propios del método, las características de la
adaptación que de él hace la institución y las limitaciones
estructurales del Museo Picasso. De acuerdo al profesorado,
la implementación del método mejoraría al aplicarlo de
manera más continuada y flexible, combinando las
interpretaciones libres sobre obras de arte con contenido
histórico-artístico. Al ser un método competencial se
sugiere también un trabajo continuado en el museo y/o en
la escuela
The article introduces a case study on the application of the Visual Thinking Strategies (VTS) teaching method to school activities at the Picasso Museum in Barcelona. From a mixed methodology, the perceptions of primary school teachers about their weaknesses, threats, strengths and opportunities are analyzed and articulated by means of a SWOT analysis, interrelating them through a conceptual map. Teachers point out many more positive than negative aspects, concentrating the former on three thematic areas: cognitive effects on students, the constructivist and meaningful educational model that it promotes, and the concept of the museum as a comfort zone where students can freely participate and give their opinion. The negative aspects revolve around the characteristics of the method, the features of the institution's adaptation of it, and the structural limitations of the Barcelona Picasso Museum. According to the teachers, the implementation of the method would improve when applying it in a more continuous and flexible way, combining free interpretations of works of art with historical-artistic content. Due to its skill-development approach, continued work in the museum and / or at school is also suggested
The article introduces a case study on the application of the Visual Thinking Strategies (VTS) teaching method to school activities at the Picasso Museum in Barcelona. From a mixed methodology, the perceptions of primary school teachers about their weaknesses, threats, strengths and opportunities are analyzed and articulated by means of a SWOT analysis, interrelating them through a conceptual map. Teachers point out many more positive than negative aspects, concentrating the former on three thematic areas: cognitive effects on students, the constructivist and meaningful educational model that it promotes, and the concept of the museum as a comfort zone where students can freely participate and give their opinion. The negative aspects revolve around the characteristics of the method, the features of the institution's adaptation of it, and the structural limitations of the Barcelona Picasso Museum. According to the teachers, the implementation of the method would improve when applying it in a more continuous and flexible way, combining free interpretations of works of art with historical-artistic content. Due to its skill-development approach, continued work in the museum and / or at school is also suggested
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