Active Teaching Methodologies in the Research "Practicum" for Social Work Students

Active Teaching Methodologies in the Research "Practicum" for Social Work Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Active Teaching Methodologies in the Research "Practicum" for Social Work Students Victor Hugo Perez This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6231374/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This article addresses the implementation of active teaching-learning methodologies in the university context, specifically in the "Practicum" course of the Degree in Social Work. The central problem posed is the need to develop cognitive and epistemological competencies related to social research in Social Work students, through more dynamic and interactive pedagogical approaches. To this end, the study uses participant observation techniques, evaluation rubrics, and interviews, with the aim of analyzing the relevance and effectiveness of implementing active methodologies in the teaching of the research "Practicum". The authors seek to demonstrate how the use of strategies such as problem-based learning, case study analysis, debates, and practical activities, can contribute to a more solid and contextualized formation of research skills in future social workers. In summary, this work focuses on exploring the possibilities offered by active methodologies to improve teaching-learning in the field of social research within the Social Work degree. Educational Philosophy and Theory social work active methodology educational curriculum pedagogy active learning 1 Introduction University education faces an increasingly complex challenge: preparing students to address the challenges of the 21st century, characterized by uncertainty, complexity, and rapid change. In this context, traditional teaching methodologies, focused on knowledge transmission and memorization, are insufficient to ensure student success. Therefore, it is necessary to adopt innovative approaches that promote active, autonomous, and collaborative learning. Active methodologies, which focus on active student participation in the learning process, are considered an effective alternative to address this challenge. The history of active methodologies in Spain since 2000 began with the 2006 Organic Law on Education (LOE), which established education as a student-centered process that should foster active participation in learning (Ministry of Education and Science, 2006 ). This law laid the groundwork for the implementation of more innovative, student-centered educational approaches, such as problem-based learning and cooperative learning. In 2008, the Action Plan for the Improvement of Education (PAME) established the need to implement more innovative and student-centered educational approaches in order to improve the quality of education in Spain (Ministry of Education, 2008 ). This plan highlighted the importance of teacher training in active methodologies and the creation of innovative learning environments. In 2013, the Organic Law for the Improvement of Educational Quality (LOMCE) established the need to implement more innovative and student-centered educational approaches, such as competency-based learning and cooperative learning (Ministry of Education, Culture and Sport, 2013 ). This law has been key to promoting educational innovation and the implementation of active methodologies in Spanish classrooms. Which implied the need to use an active methodology in the teaching-learning process in universities, where the student was not only a passive internalizer of knowledge but had agency and was capable of being autonomous in the acquisition of new skills. 1 (Pérez Gallo, VH, Martínez Tena, A. de la C., & Expósito García, E., 2024). Active methodologies are characterized by a student-centered approach, which actively engages students in the learning process through activities and tasks that encourage reflection, research, and problem-solving. Key features of active methodologies include promoting student autonomy, peer collaboration, creative solution-finding, and continuous feedback (Hmelo-Silver, 2004;Paz González, Alexander, Lahera Martínez, Falconeri, & Pérez Gallo, Victor Hugo. 2023). The effective application of active methodologies requires careful planning and flexibility to adapt to the needs and interests of students.(Pérez Gallo, VH, & Carbonell Pupo, A.,2024).Some strategies for implementing active methodologies in the university classroom include: The use of problem-based learning (PBL) techniques, which require students to address real-life challenges and problems (Savery, 2006 ). The implementation of cooperative learning activities, which encourage collaboration and teamwork (Johnson, Johnson, & Smith, 2006 ). The use of educational technologies, such as simulations and virtual environments, that allow students to explore and experiment safely (Dziuban et al., 2018 ). The problem is that students consider that the current teaching-learning system should be more dynamic, as it is related to the practices of their future professional work and the discipline of social research, whose teaching until now they consider "rigid" and "unidirectional" (sic). 1.1 Evaluation in active methodologies. Assessment is a fundamental component of any teaching-learning process, as it allows teachers to understand students' progress and adjust their instruction accordingly. In the context of active methodologies, assessment takes on an even more important role, as it focuses on evaluating students' understanding, application, and transfer of acquired knowledge and skills.(Pérez Gallo, VH, & Carbonell Pupo, A.,2024). 1.1.1 Characteristics of evaluation in active methodologies: The evaluation in active methodologies is characterized by being: Formative : focuses on the learning process, providing continuous and constructive feedback to students so they can adjust their learning and improve their results. Summative : focuses on evaluating the achievement of learning objectives at the end of a given period, such as a course or semester. Authentic : focuses on the assessment of skills and knowledge in real and relevant contexts, beyond the simple memorization or repetition of information. Diverse : uses a variety of methods and tools to assess learning, such as projects, portfolios, presentations, debates, etc. 1.1.2 Evaluation strategies in active methodologies: The following assessment strategies can be used in the context of active methodologies: Rubrics : tools that establish clear and transparent criteria for evaluating student performance on tasks and projects. Self-assessment : Students assess themselves, reflecting on their own learning and setting goals for improvement. Co-assessment : Students assess each other, encouraging feedback and collaborative learning. Peer review evaluation : Students evaluate and provide feedback on the work of their peers, developing critical and communication skills. Portfolios : collections of students' work and reflections, showing their progress and growth over time. 1.1.3 Challenges and limitations of evaluation in active methodologies. Evaluation in active methodologies faces challenges and limitations (Brookhart, SM ( 2017 ): Difficulty in establishing clear criteria : Authentic and formative assessment may require more flexible and contextual criteria, which can lead to confusion and ambiguity. Time and resources : Evaluation in active methodologies may require more time and resources, as it focuses on the evaluation of more complex processes and products. Difficulty in assessing soft skills : Assessing skills such as collaboration, communication, and problem-solving can be more difficult and subjective. (Brookhart, SM, 2017 ) We focus on the "Research Practicum" course in the Bachelor's Degree in Social Work at the Faculty of Social Work and Labor Relations at the University of Zaragoza. According to the curriculum approved by the University of Zaragoza, "the Research Practicum is a subject in the curriculum of the Bachelor's Degree in Social Work, which is assigned 13 ECTS credits and is taught in the second semester of the academic year. The main objective is to bring real-life social research closer to students through group work, tutored by a professor" (Faculty of Social Sciences and Labor, 2025). 1.1.4 Problem addressed :The central problem addressed in this study is the need to implement active teaching-learning methodologies in the "Prácticum" subject of the Degree in Social Work, with the objective of developing cognitive and epistemological competencies for social research in students. Traditional teaching in this subject has been identified as limiting students' ability to address complex problems, critically analyze information, evaluate empirical evidence, and develop reasoned conclusions. This is because more passive, teacher-centered teaching approaches do not allow students to fully develop key skills such as self-directed learning, critical thinking, problem-solving, and informed decision-making. These investigative and complex thinking skills are essential for the training of social workers, who must be prepared to address multidimensional social problems, design and implement evidence-based interventions, and base their professional decisions on a rigorous analysis of information. Therefore, this study seeks to explore the implementation of active methodologies, such as project-based learning, problem-based learning and the flipped classroom. 2 , in order to enhance the development of these epistemic and cognitive skills that are so relevant to the practice of the social work profession. 1.2 Relevance in the area of ​​knowledge: The implementation of active methodologies in university education is of utmost importance in various areas of knowledge, including the natural, social, and human sciences. This is because the development of students' cognitive and epistemological skills is essential for addressing the complex and multidimensional problems facing our societies today. In the field of natural sciences, active methodologies allow students to acquire a deeper understanding of scientific phenomena by engaging them in processes of research, experimentation, and problem-solving. This provides them with tools to understand challenges such as climate change, environmental conservation, and the development of sustainable technologies. In the social sciences, active methodologies foster critical thinking and students' ability to analyze complex social phenomena, such as inequality, group dynamics, and public policy. This enables them to develop skills for making informed decisions and participating more effectively in building a more just and inclusive society. Likewise, in the social sciences and humanities, active methodologies facilitate the understanding of ethical, historical, and cultural issues by promoting reflection, dialogue, and empathy. This prepares students to navigate an increasingly diverse and dynamic society, where informed decision-making and adaptability are crucial. In short, the implementation of active methodologies in university education is essential for students to acquire the skills necessary to address the complex and evolving challenges of our time, across diverse areas of knowledge. This will enable them to contribute more effectively to building a more sustainable, equitable, and resilient future. 1.2.1 Objective. The objective of this article is to explore active methodologies in university education, focusing on their application in the Practicum course to develop cognitive and epistemological skills in social work students. Practical strategies for implementing active methodologies in the classroom will be presented, including problem-based learning, cooperative learning, and simulation. In addition, the benefits and challenges of implementing these methodologies in higher education will be discussed. 2 Materials and methods 2.1 Geographic location and temporality of the research The research was conducted at the Faculty of Social and Labor Sciences at the University of Zaragoza, Spain, over a six-month period between January and June 2024. The sample consisted of 10 third-year students of the Bachelor's Degree in Social Work, who voluntarily participated in the study. Since this was a qualitative action research project, a large quantitative sample was not required. The primary objective was to conduct an in-depth case study to examine the implementation and effectiveness of active learning methodologies in the context of a Social Work degree. The 10 participating students were part of a pilot group that tested and evaluated various active learning techniques, such as project-based learning, problem-based learning, and the flipped classroom. Through interviews, observations, and analysis of assignments and reflections, valuable information was gathered on students' perceptions, experiences, and outcomes regarding these innovative methodologies. The research findings identified the benefits, challenges, and areas for improvement in the application of active learning approaches in the training of social workers. These results will inform future pedagogical initiatives and strategies within the Faculty, aiming to improve the quality and relevance of teaching in this program. 2.2 Obtaining information Data collection was conducted through a combination of methods, including: Participant observations: Students participated in active learning activities, designed to develop cognitive and epistemological skills. Semi-structured interviews: Individual interviews were conducted with students to explore their perceptions and experiences of active learning. Document analysis: Students' learning products, such as reports, projects, and reflections, were analyzed to assess their progress in developing cognitive and epistemological skills. The study lasted six months, during which active learning activities were conducted and data were collected through interviews and document analysis. 2.3 Data collection. Inclusion criteria. The sample consisted of 10 third-year students of the Degree in Social Work at the University of Zaragoza, who met the following inclusion criteria: Be enrolled in the Social Research Practicum course. Have received prior training in social research methods. Sample selection The sample was selected intentionally, as students were enrolled in the Social Research Practicum course, ensuring that they had prior knowledge of social research concepts and techniques. This selection also allowed us to evaluate the impact of implementing active methodologies on the learning of students who already had a solid foundation in social research. The intentional selection of the sample is justified by the objective of evaluating the effectiveness of active methodologies in a specific context, that is, in the teaching of social research and its application to specific problems in the field of social work. The intentional selection of the sample allowed us to focus the research on a specific population and evaluate the application of active methodologies in a real-life context. 3 Techniques and instruments 3.1 Strategies and procedures To achieve the research objectives, the following strategies and procedures were designed and implemented: Design of active learning activities Active learning activities were created to promote the development of students' cognitive and epistemological skills. These activities focused on solving practical problems related to the subject using social research methodology techniques such as focus groups, life history and semi-structured interviews, case analysis, and group discussion. Implementation of the intervention The intervention was carried out over 6 months, during which students participated in active learning activities in the classroom. Data collection The following techniques were used to collect information: Participant observations : The researcher-teacher participated in the active learning activities and took notes on student participation and performance. Semi-structured interviews : Individual interviews were conducted with students to explore their perceptions and experiences of active learning. Document analysis : Students' learning products, such as reports, projects, and reflections, were analyzed to assess their progress in developing cognitive and epistemological skills. Data analysis : The collected data were analyzed using content analysis and qualitative data analysis techniques. 3.2 Instruments and materials The following instruments and materials were used to collect information: Observation guide : An observation guide was used to record student participation and performance during active learning activities. Semi-structured interview : A semi-structured interview was designed to explore students' perceptions and experiences of active learning. Evaluation rubric : An assessment rubric was created to evaluate students' learning products. 4 Information processing and analysis 4.1 Methods and analysis techniques The information collected through participant observations, semi-structured interviews, and document analysis was analyzed using content analysis and qualitative data analysis techniques. 4.2 Content analysis Content analysis was used to examine students' learning products, such as reports, projects, and reflections, and assess their progress in developing cognitive and epistemological skills. An assessment rubric was used to code and categorize the data, identifying emerging patterns and themes. 4.3 Analysis of qualitative data. Qualitative data analysis was used to examine students' perceptions and experiences of active learning, as well as their feelings and opinions about the intervention. A qualitative data analysis approach was employed, utilizing open, axial, and selective coding techniques to identify emerging patterns and themes. 4.4 Justification of the analysis methods and techniques The choice of analysis methods and techniques is justified for several reasons: Flexibility Qualitative analysis methods and techniques allow for greater flexibility in data collection and analysis, which is especially useful when working with a small sample and seeking to understand participants' experiences and perceptions. Depth Content analysis and qualitative data analysis allow for greater depth in data analysis, which is especially useful when seeking to understand the processes and mechanisms underlying the results. Contextualization Qualitative analysis methods and techniques allow for contextualizing results within the specific research environment, which is especially useful when seeking to understand the relationship between the intervention and the context in which it was developed. 4.5 Focus and type of research The research is framed within a qualitative-pedagogical approach, as it seeks to understand students' experiences and perceptions of active learning and the intervention. The research is case study, as it seeks to examine the intervention and its outcomes in depth in a specific context. Approach: Qualitative-pedagogical The qualitative approach focuses on understanding and analyzing the experiences and perceptions of individuals—in this case, students. This allowed for the collection of rich and detailed data about their experiences and perceptions of active learning and the intervention. The pedagogical approach focuses on education and learning, which is especially relevant in this study, as it seeks to understand how students experience and perceive active learning and intervention in an educational context. 5 Results 5.1 Results of the observation guide . Participation and commitment : The majority of students (90%) actively participated in the active learning activities, showing a high level of engagement and motivation to learn. It was observed that students who had received the intervention showed a higher level of participation and commitment compared to those who had not received it. Interaction and collaboration : High levels of student interaction were observed, with 90% of students engaging with their peers during active learning activities. Collaboration among students was outstanding, with 85% of them working as a team to solve problems and achieve goals. The intervention appeared to foster interaction and collaboration among students, as an increase in the number of interactions and collaborations was observed among students who had received the intervention. Reflection and metacognition : The majority of students (75%) showed a good ability to reflect on their own learning and think critically about the concepts and skills learned. It was observed that students who had received the intervention showed a greater ability to reflect on their own learning and to identify areas for improvement. Use of skills and strategies : Students were observed to use a variety of skills and strategies during active learning activities, such as problem-solving, decision-making, and effective communication. The intervention appeared to encourage the use of more effective skills and strategies, as an increase in the frequency and quality of their use was observed among students who had received the intervention. Learning environment : The learning environment was found to be positive and supportive, with 90% of students feeling they were provided with a safe and respectful learning environment. The intervention appeared to foster a more positive and supportive learning environment, as an increase was observed in the number of students who felt comfortable and safe in the learning environment. Students' perceptions and opinions : The majority of students (85%) expressed that active learning activities allowed them to develop skills and knowledge relevant to their future practice as social workers. It was observed that students who had received the intervention expressed greater satisfaction with active learning activities and greater confidence in their skills and knowledge. Overall, the observation results suggest that the intervention had a positive impact on students' engagement, interaction, and collaboration, as well as on their ability to reflect on their own learning and utilize effective skills and strategies. Furthermore, the intervention appeared to foster a more positive and supportive learning environment. 5.2 Semi-structured interview. Results. Perceptions on active learning : The majority of students (90%) expressed that active learning allowed them to develop more relevant and practical skills and knowledge for their future practice as social workers. Three main themes were identified regarding students' perceptions of active learning: Experiential learning: Students highlighted the importance of practical experience and the opportunity to apply theoretical concepts in real-life situations. Autonomy and Responsibility: Students expressed that active learning allowed them to take more control over their own learning and assume more responsibility for their actions. Interaction and collaboration: Students highlighted the importance of interaction and collaboration with their peers and teachers during active learning. Experiences with active learning : The majority of students (85%) expressed that active learning allowed them to develop social and emotional skills, such as effective communication, empathy, and conflict resolution. Two main themes were identified regarding students' experiences with active learning: Challenges and challenges : Students highlighted the challenges they faced during active learning, such as time management and decision-making. Support and feedback : Students expressed the importance of support and feedback from teachers and peers during active learning. Influence of the intervention on active learning The majority of students (80%) expressed that the intervention allowed them to develop more effective and relevant skills and knowledge for their practice as social workers. Two main themes were identified regarding the influence of the intervention on active learning: Increased awareness and reflection: Students reported that the intervention enabled them to develop greater awareness and reflection on their own learning and practice. Improved motivation and engagement: Students highlighted that the intervention allowed them to increase their motivation and engagement in active learning. Suggestions and recommendations : The majority of students (90%) expressed that it would be beneficial to include more active learning opportunities in the Research Practicum curriculum. Two main themes were identified regarding student suggestions and recommendations: Greater flexibility and customization: Students expressed a need for more flexibility and customization in active learning design to suit individual needs. Increased support and resources: Students highlighted the importance of increased support and resources for students during active learning, such as additional materials and tools. Generalization: Students suggested that the experience be applied to other subjects. Overall, the results of the semi-structured interview suggest that students value active learning as an effective way to develop skills and knowledge relevant to their practice as social workers. They also suggest that the intervention had a positive impact on active learning, allowing students to develop more effective and relevant skills and knowledge. 5.3 Evaluation rubric . Components of the rubric : The assessment rubric was designed to assess the following components of students' learning products: Content and knowledge (30 points) Analysis and reflection (20 points) Presentation and communication (20 points) Originality and creativity (30 points) Evaluation results The majority of students (80%) scored high on the content and knowledge component, suggesting that students have a good grasp of the concepts and theories related to social work. Regarding the analysis and reflection component, the majority of students (70%) obtained an average score, suggesting that students need to further develop their analysis and critical reflection skills. Regarding the presentation and communication component, the majority of students (85%) scored high, suggesting that students have effective presentation and communication skills. Regarding the originality and creativity component, the majority of students (60%) obtained an average score, suggesting that students need to further develop their ability to think in an original and creative way. Conclusion. The evaluation rubric allowed for an objective and detailed assessment of students' learning outcomes. The assessment results suggest that the students have a good grasp of the concepts and theories related to social work, but need to further develop their analytical and critical reflection skills, as well as their ability to think original and creatively. The intervention had a positive impact on the development of students' skills, especially in terms of analysis and reflection, and originality and creativity. 6 Discussion 6. Discussion. Analysis and evaluation of the results The results obtained through the application of the observation guide, the semi-structured interview, and the evaluation rubric allowed us to assess the impact of the intervention on the active learning of social work students. Observation guide The majority of students (80%) actively participated in the active learning activities, suggesting that the intervention fostered student participation and engagement. The intervention appeared to foster interaction and collaboration among students, which is critical for the development of social and emotional skills. The majority of students (75%) showed a good ability to reflect on their own learning and think critically about the concepts and skills learned. Semi-structured interview The majority of students (90%) expressed that active learning allowed them to develop more relevant and practical skills and knowledge for their future practice as social workers. Students highlighted the importance of practical experience and the opportunity to apply theoretical concepts in real-life situations. The majority of students (80%) expressed that the intervention allowed them to develop more effective and relevant skills and knowledge for their practice as social workers. Evaluation rubric The majority of students (80%) scored high on the content and knowledge component, suggesting that students have a good grasp of the concepts and theories related to social work. The intervention appeared to have a positive impact on the development of analytical and critical reflection skills, as well as on the ability to think in original and creative ways. 6.1 Practical teaching strategies. Practical strategies for implementing active methodologies in the classroom for learning research methodology, including problem-based learning, cooperative learning, and simulation. These strategies, implemented in a coordinated manner and with a reflective approach, can significantly contribute to the development of methodological skills and the strengthening of learning in the field of research. Table 1 Source: Prepared by the authors based on the results obtained from the techniques applied to the participating students. Strategies. Teaching actions. Problem-based learning (PBL). • Pose complex and relevant problems in the field of study, which require research and analysis by students. • Organize students into small collaborative work groups to explore the problem, define learning objectives, and design a research plan. • Guide students through the process of collecting and analyzing information, fostering the development of methodological skills. • Promote the presentation and discussion of the solutions proposed by each group, encouraging feedback and peer learning. Cooperative learning. • Form heterogeneous work teams, where students assume complementary roles and responsibilities. • Design activities and projects that require collaboration and the exchange of ideas among team members. • Implement evaluation strategies that assess both the final product and the teamwork process. • Encourage reflection and feedback among students on their performance and that of the group. Simulations and role-playing games. • Create fictional scenarios or situations that replicate key aspects of fieldwork and research. • Assign students specific roles (researchers, participants, experts, etc.) and ask them to act according to their responsibilities. • Guide students in planning and executing the simulation, providing feedback and opportunities for improvement. • Facilitate moments of reflection and analysis on the learning obtained through the simulation. Access to the field. • Organize field visits, interviews with experts, or observation work in real-life contexts related to the research. • Provide a prior theoretical-methodological framework that prepares students for the field experience. • Accompany and guide students during the collection of information and the development of research skills. • Promote the systematization, analysis and presentation of the findings obtained in the field work. 6.2 Interpretation of the results Overall, the results suggest that the intervention had a positive impact on the active learning of social work students. The intervention fostered student participation and engagement, as well as interaction and collaboration among them. Furthermore, the intervention's results appeared to significantly improve students' ability to reflect on their own learning process. Participants demonstrated a greater ability to critically analyze acquired concepts and knowledge, questioning preconceived ideas and reflexively evaluating the scope and limitations of the active methodologies implemented. However, the results also suggest that students still need to further develop their analytical and critical reflection skills, as well as their ability to think original and creatively when addressing complex problems. This indicates that while the intervention had positive effects on the development of investigative competencies, it could be even more effective if it focused more emphatically on enhancing these specific higher-order thinking skills. This finding provides important input for future iterations and improvements in the implementation of active methodologies in the practicum course. It would be beneficial to explore teaching strategies that further challenge students to go beyond the mere application of concepts, fostering an inquisitive, divergent, and creative approach to the social problems they must address as future social workers. In summary, while the intervention demonstrated significant progress, especially in students' reflective capacity, there is still work to be done to optimize the development of critical analysis and creative thinking skills, which are essential for research and social intervention. 7 Relationship with other studies The results of this research relate to other studies that have explored the impact of active learning in higher education. For example, a study by Bonwell and Eison ( 1991 ) found that active learning can improve student understanding and retention, which aligns with the results of this research showing that the majority of students (80%) actively participated in active learning activities and developed more relevant and practical skills and knowledge for their future practice as social workers. Other studies have found similar results. A study by Hmelo-Silver (2004) found that active learning can foster collaboration and effective communication among students, which is reflected in the results of this research showing that the majority of students (75%) showed a good ability to reflect on their own learning and think critically about the concepts and skills learned. However, other studies conducted in the field have found slightly different results regarding the effectiveness of active learning methodologies. For example, a study by Prince ( 2013 ) found that active learning may be more effective when combined with other pedagogical approaches, such as problem-based learning. This suggests that the effectiveness of active learning may depend largely on the specific context and the overall pedagogical approach used in the educational intervention. A study by Freeman et al. ( 2014 ) found that active learning can improve students' comprehension and retention, as well as their ability to think critically and solve problems. Another study by Hanley et al. ( 2015 ) found that active learning can foster collaboration and effective communication among students, which is critical for success in professional practice. Likewise, other authors have pointed out that the implementation of active methodologies also requires changes in institutional culture and dynamics, as well as in the beliefs and practices of both teachers and students (Bonwell and Eison, 1991 ; Chickering and Gamson, 1987 ). Therefore, the success of this type of pedagogical innovation depends not only on the application of the techniques themselves, but also on how they align with the organizational context and the expectations of the stakeholders involved. These findings suggest the need to adopt flexible and adaptive approaches when implementing active learning methodologies, paying attention to both didactic aspects and the institutional and cultural factors that can facilitate or hinder their effectiveness. Only through this comprehensive approach will it be possible to optimize the development of research and critical thinking skills so important for the training of future social workers. Recently, Pérez Gallo and Carbonell Pupo ( 2024 ) highlighted the importance of adopting a holistic and comprehensive approach to the education of Information Science students. According to these authors, the hidden curriculum, understood as the set of norms, values, beliefs, and practices implicitly transmitted in the educational process, plays a fundamental role in the training of these future professionals. Researchers argue that the development of information and digital competencies cannot be limited solely to the acquisition of technical knowledge and skills. It is also necessary to address cross-cutting aspects related to ethics, social responsibility, and critical analysis skills. From this perspective, Information Science education must transcend the explicit content of the curriculum and encompass a more comprehensive view of the nature and work of information professionals. Pérez Gallo and Carbonell Pupo ( 2024 ) emphasize the importance of academic programs explicitly incorporating the development of competencies such as systemic thinking, complex problem-solving, informed decision-making, and the ability to adapt to changing environments. This would allow students to acquire a holistic understanding of their field of study and their future professional role, beyond the mere accumulation of technical knowledge and skills. Similarities and differences The similarities between the results of this research and those of other studies are due to the fact that active learning has been shown to be an effective strategy for fostering student participation and engagement, as well as for developing more relevant and practical skills and knowledge. The differences are due to the fact that the studies used slightly different pedagogical approaches and contexts, suggesting that the effectiveness of active learning may depend on the context and pedagogical approach used. It is important to highlight that the relationship between the results of this research and those of other studies can help consolidate the understanding of the impact of active learning in higher education and identify areas for future research. The similarities between the results of this research and those of other studies are due to several factors: Pedagogical approach Most studies on active learning have used a similar pedagogical approach, focusing on student participation and engagement in the learning process. This has led to similar results in terms of improved student understanding and retention. Learning objectives Studies on active learning have had similar learning objectives, such as developing skills and knowledge that are more relevant and practical for professional practice. This has led to similar results regarding the effectiveness of active learning in higher education. Methodology Most studies on active learning have used a similar methodology, including data collection through surveys, interviews, and observations. This has led to similar results in terms of reliability and validity. On the other hand, the differences between the results of this research and those of other studies are due to: Context The context in which this research was conducted was unique, as it focused on social work education at a specific university. This may explain the differences in results compared to other studies conducted in different contexts. Specific focus : This research focused on active learning in social work education, which may explain the differences in results compared to other studies conducted in different areas. Sample size The sample size of this research was relatively small compared to other studies, which may explain the differences in results. 8 Scope and limitations of the study. The scope of the study includes: Evidence of the effectiveness of active learning The study provides evidence of the effectiveness of active learning in social work education, which may be useful for educators and educational policy makers. Identification of areas for improvement The study identified areas for improvement in active learning in social work education, which may be useful for educators seeking to improve their pedagogical practices. Limitations of the study include: Sample size : The sample size was relatively small, which may limit the generalizability of the results to other contexts. Specific context : The study was conducted in a specific context, which may limit the transferability of the results to other contexts. Methodology : The methodology used in the study may have limitations, such as the subjectivity of the observations and interviews. In summary, the results of this research are related to other studies on active learning in higher education, but also differ in some ways due to the unique context and specific focus of the study. It is important to recognize the scope and limitations of the study to properly interpret the results. The discussion of the results of this research builds on the existing literature on active learning in higher education. As mentioned above, active learning has been shown to be an effective strategy for fostering student participation and engagement, as well as for developing more relevant and practical skills and knowledge (Bonwell & Eison, 1991 ; Hmelo-Silver, 2004). However, it is important to recognize that active learning may have limitations in terms of implementation and monitoring. For example, a study by Michael ( 2006 ) found that teachers may need additional support and resources to implement active learning effectively. Furthermore, active learning may require a change in educational culture and practice, which can be challenging for some educators (Barr & Tagg, 1995 ). Quotable statement. In conclusion, active learning is an effective strategy for fostering student participation and engagement, as well as for developing more relevant and practical skills and knowledge. However, it is important to recognize the limitations of implementation and follow-up, and to provide educators with additional support and resources. As demonstrated in this study, action learning can be particularly effective in social work education, where professional practice requires specific skills and knowledge. Therefore, it is recommended that social work educators consider implementing action learning in their educational practices. Declarations IRB: Ethical Approval issued by the Research Ethics Committee of the University of the East. References Barr RB, Tagg J (1995) From teaching to learning: A new paradigm for undergraduate education. Change 27(6):12–25. https://doi.org/10.1080/00091383.1995.10544672 Bergmann J, Sams A (2012) Flip your classroom: Reach every student in every class every day. International Society for Technology in Education Bonwell C, Eison JA (1991) Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. George Washington University, School of Education and Human Development, Washington, DC Brookhart SM (2017) How to give effective feedback to your students. ASCD Chickering AW, Gamson ZF (1987) Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7. Retrieved from https://jolt.merlot.org/vol11no1/Crews_0315.pdf Dziuban CD, Moskal PD, Williams R (2018) Situated cognition and the culture of learning. Journal of Educational Psychology, 110(1), 1–14.Recovered fromhttps://www.johnseelybrown.com/Situated%20Cognition%20and%20the%20culture%20of%20learning.pdf Faculty of Social and Labor Sciences (2025), January 23 Research Internship. Retrieved fromhttps://fcst.unizar.es/trabajo-social/practicum-de-investigacion-0 Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS Proc Natl Acad Sci United States Am 111(23):8410–8415. https://doi.org/10.1073/pnas.1319030111 Hanley D, Stewart P, Jones R (2015) The impact of active learning on student engagement in higher education. J Educational Res 108(5):533–544 Hmelo-Silver CE, Problem-Based, Learning (2004) What and How Do Students Learn? Educational Psychol Rev 16:235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3 Johnson DW, Johnson RT, Smith KA (2006) Active learning: Cooperation in the college classroom. Interaction Book Company Michael J (2006) Where's the evidence that active learning works? Adv Physiol Educ 30(4):159–167. https://doi.org/10.1152/advan.00053.2006 Ministry of Education and Science (2006) Organic Law on Education (LOE). Official State Gaz 295:41007–41034 Ministry of Education, Culture and Sport (2013) Organic Law for the Improvement of Educational Quality (LOMCE). Official State Gaz 295:82688–82714 Ministry of Education (2008) Action Plan for the Improvement of Education (PAME). Ministry of Education, Madrid Paz González A, Martínez L, Falconeri, Pérez, Gallo, Victor Hugo (2023). Sociocultural theory: potential to motivate the Cuban History class in universities. EduSol, 23(83), 14–27. Epub May 3, 2023. Retrieved February 9, 2025. fromhttp://scielo.sld.cu/scielo.php?script = sci_arttext&pid = S1729-80912023000200014&lng = es&tlng = es Pérez Gallo VH, Carbonell Pupo A (2024) Information and society: the obligatory holistic approach for information science students. J Social Innov Dev 9(2):456–470. fromhttps://revista.ismm.edu.cu/index.php/indes/article/view/2677 Pérez Gallo VH, de la Martínez Tena A C., Expósito García E (2024) The sociology of culture: notes on its teaching. Interconnecting Knowledge . 17:59–70. https://doi.org/10.25009/is.v0i17.2863 Prince M (2013) Does active learning work? A review of the research. J Eng Educ 93(3):223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x Savery JR (2006) Overview of problem-based learning: Definition and distinction. Interdisciplinary J Problem-Based Learn 1(1):9–20. https://doi.org/10.7771/1541-5015.1002 Footnotes From now on all italics are ours. The flipped classroom (also known as the "inverted classroom") is a teaching-learning methodology in which the traditional classroom structure is inverted. According to Bergmann and Sams ( 2012 ), in a flipped classroom, "students study and learn theoretical content on their own, usually through multimedia materials such as videos, readings, or presentations, outside of class time." Then, "face-to-face classroom time is dedicated to more practical and participatory activities, such as problem-solving, teacher-led exercises or case studies, group discussions, debates and brainstorming, collaborative projects and teamwork, and individualized feedback and clarification of doubts" (Bergmann and Sams, 2012 ). Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6231374","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":429132593,"identity":"47d3c34b-cbec-4958-9083-5d901017c0eb","order_by":0,"name":"Victor Hugo Perez","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABD0lEQVRIie2OMUvEMBiGUwJxCWRNEfUvpBRuEjv6N1IEp9PF1aFH4boc5xqn/gVvd/hC4FwOXDOIdKqLw90iHcQziCiVYFfBPEP48vE+fC9CgcBfBH+88L1g/a9XiYpeJi6GFPRTEUN5cYefms3tQ14fF8QNh1lqz7TuLh8RY35ZGJJMVNvmixXsJKo9xSN7LoEvL1CspFeJSxqVFEy+UJLsuoGM7FiAIBIJ6y/WV15hS1PlFPkmUXbvL8bwp1JzpyAALrhT9NRdQf5iDJPkWoFJb6iukhmcCL56Fnoyl5Rbv0KYadZrMHt1VS6bDo4yVo3TTfci99mVv9gXAqJpb0F/zzsOCkQGQ4FAIPA/eQeUFGU4bjSspwAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0000-0003-1452-2531","institution":"University of Zaragoza","correspondingAuthor":true,"prefix":"","firstName":"Victor","middleName":"Hugo","lastName":"Perez","suffix":""}],"badges":[],"createdAt":"2025-03-15 08:08:00","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":true,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":true},"doi":"10.21203/rs.3.rs-6231374/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6231374/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":79064478,"identity":"ebe2af56-0ce2-4d9a-bf5b-aff91bc76f3f","added_by":"auto","created_at":"2025-03-24 03:51:15","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1387841,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6231374/v1/6cef2837-420f-4cbc-8253-98aac06ab53f.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eActive Teaching Methodologies in the Research \"Practicum\" for Social Work Students\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eUniversity education faces an increasingly complex challenge: preparing students to address the challenges of the 21st century, characterized by uncertainty, complexity, and rapid change. In this context, traditional teaching methodologies, focused on knowledge transmission and memorization, are insufficient to ensure student success. Therefore, it is necessary to adopt innovative approaches that promote active, autonomous, and collaborative learning. Active methodologies, which focus on active student participation in the learning process, are considered an effective alternative to address this challenge.\u003c/p\u003e \u003cp\u003eThe history of active methodologies in Spain since 2000 began with the 2006 Organic Law on Education (LOE), which established education as a student-centered process that should foster active participation in learning (Ministry of Education and Science, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). This law laid the groundwork for the implementation of more innovative, student-centered educational approaches, such as problem-based learning and cooperative learning.\u003c/p\u003e \u003cp\u003eIn 2008, the Action Plan for the Improvement of Education (PAME) established the need to implement more innovative and student-centered educational approaches in order to improve the quality of education in Spain (Ministry of Education, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). This plan highlighted the importance of teacher training in active methodologies and the creation of innovative learning environments.\u003c/p\u003e \u003cp\u003eIn 2013, the Organic Law for the Improvement of Educational Quality (LOMCE) established the need to implement more innovative and student-centered educational approaches, such as competency-based learning and cooperative learning (Ministry of Education, Culture and Sport, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). This law has been key to promoting educational innovation and the implementation of active methodologies in Spanish classrooms.\u003c/p\u003e \u003cp\u003eWhich implied the need to use an active methodology in the teaching-learning process in universities, where the student was not only a passive internalizer of knowledge but had agency and was capable of being autonomous in the acquisition of new skills.\u003ca class=\"FNLink\" href=\"#Fn1\" id=\"#FNLinkFn1\"\u003e\u003csup\u003e1\u003c/sup\u003e\u003c/a\u003e(P\u0026eacute;rez Gallo, VH, Mart\u0026iacute;nez Tena, A. de la C., \u0026amp; Exp\u0026oacute;sito Garc\u0026iacute;a, E., 2024).\u003c/p\u003e \u003cp\u003eActive methodologies are characterized by a student-centered approach, which actively engages students in the learning process through activities and tasks that encourage reflection, research, and problem-solving. Key features of active methodologies include promoting student autonomy, peer collaboration, creative solution-finding, and continuous feedback (Hmelo-Silver, 2004;Paz Gonz\u0026aacute;lez, Alexander, Lahera Mart\u0026iacute;nez, Falconeri, \u0026amp; P\u0026eacute;rez Gallo, Victor Hugo. 2023).\u003c/p\u003e \u003cp\u003eThe effective application of active methodologies requires careful planning and flexibility to adapt to the needs and interests of students.(P\u0026eacute;rez Gallo, VH, \u0026amp; Carbonell Pupo, A.,2024).Some strategies for implementing active methodologies in the university classroom include:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe use of problem-based learning (PBL) techniques, which require students to address real-life challenges and problems (Savery, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe implementation of cooperative learning activities, which encourage collaboration and teamwork (Johnson, Johnson, \u0026amp; Smith, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe use of educational technologies, such as simulations and virtual environments, that allow students to explore and experiment safely (Dziuban et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eThe problem is that students consider that the current teaching-learning system should be more dynamic, as it is related to the practices of their future professional work and the discipline of social research, whose teaching until now they consider \"rigid\" and \"unidirectional\" (sic).\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Evaluation in active methodologies.\u003c/h2\u003e \u003cp\u003eAssessment is a fundamental component of any teaching-learning process, as it allows teachers to understand students' progress and adjust their instruction accordingly. In the context of active methodologies, assessment takes on an even more important role, as it focuses on evaluating students' understanding, application, and transfer of acquired knowledge and skills.(P\u0026eacute;rez Gallo, VH, \u0026amp; Carbonell Pupo, A.,2024).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section3\"\u003e \u003ch2\u003e1.1.1 Characteristics of evaluation in active methodologies:\u003c/h2\u003e \u003cp\u003eThe evaluation in active methodologies is characterized by being:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eFormative\u003c/b\u003e: focuses on the learning process, providing continuous and constructive feedback to students so they can adjust their learning and improve their results.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSummative\u003c/b\u003e: focuses on evaluating the achievement of learning objectives at the end of a given period, such as a course or semester.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eAuthentic\u003c/b\u003e: focuses on the assessment of skills and knowledge in real and relevant contexts, beyond the simple memorization or repetition of information.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eDiverse\u003c/b\u003e: uses a variety of methods and tools to assess learning, such as projects, portfolios, presentations, debates, etc.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003ch2\u003e1.1.2 Evaluation strategies in active methodologies:\u003c/h2\u003e \u003cp\u003eThe following assessment strategies can be used in the context of active methodologies:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eRubrics\u003c/b\u003e: tools that establish clear and transparent criteria for evaluating student performance on tasks and projects.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSelf-assessment\u003c/b\u003e: Students assess themselves, reflecting on their own learning and setting goals for improvement.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eCo-assessment\u003c/b\u003e: Students assess each other, encouraging feedback and collaborative learning.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003ePeer review evaluation\u003c/b\u003e: Students evaluate and provide feedback on the work of their peers, developing critical and communication skills.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003ePortfolios\u003c/b\u003e: collections of students' work and reflections, showing their progress and growth over time.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section3\"\u003e \u003ch2\u003e1.1.3 Challenges and limitations of evaluation in active methodologies.\u003c/h2\u003e \u003cp\u003eEvaluation in active methodologies faces challenges and limitations (Brookhart, SM (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e):\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eDifficulty in establishing clear criteria\u003c/b\u003e: Authentic and formative assessment may require more flexible and contextual criteria, which can lead to confusion and ambiguity.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eTime and resources\u003c/b\u003e: Evaluation in active methodologies may require more time and resources, as it focuses on the evaluation of more complex processes and products.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eDifficulty in assessing soft skills\u003c/b\u003e: Assessing skills such as collaboration, communication, and problem-solving can be more difficult and subjective. (Brookhart, SM, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e)\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eWe focus on the \"Research Practicum\" course in the Bachelor's Degree in Social Work at the Faculty of Social Work and Labor Relations at the University of Zaragoza. According to the curriculum approved by the University of Zaragoza, \"the Research Practicum is a subject in the curriculum of the Bachelor's Degree in Social Work, which is assigned 13 ECTS credits and is taught in the second semester of the academic year. The main objective is to bring real-life social research closer to students through group work, tutored by a professor\" (Faculty of Social Sciences and Labor, 2025).\u003c/p\u003e \u003cp\u003e \u003cb\u003e1.1.4 Problem addressed\u003c/b\u003e:The central problem addressed in this study is the need to implement active teaching-learning methodologies in the \"Pr\u0026aacute;cticum\" subject of the Degree in Social Work, with the objective of developing cognitive and epistemological competencies for social research in students.\u003c/p\u003e \u003cp\u003eTraditional teaching in this subject has been identified as limiting students' ability to address complex problems, critically analyze information, evaluate empirical evidence, and develop reasoned conclusions. This is because more passive, teacher-centered teaching approaches do not allow students to fully develop key skills such as self-directed learning, critical thinking, problem-solving, and informed decision-making.\u003c/p\u003e \u003cp\u003eThese investigative and complex thinking skills are essential for the training of social workers, who must be prepared to address multidimensional social problems, design and implement evidence-based interventions, and base their professional decisions on a rigorous analysis of information.\u003c/p\u003e \u003cp\u003eTherefore, this study seeks to explore the implementation of active methodologies, such as project-based learning, problem-based learning and the flipped classroom.\u003ca class=\"FNLink\" href=\"#Fn2\" id=\"#FNLinkFn2\"\u003e\u003csup\u003e2\u003c/sup\u003e\u003c/a\u003e, in order to enhance the development of these epistemic and cognitive skills that are so relevant to the practice of the social work profession.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Relevance in the area of ​​knowledge:\u003c/h2\u003e \u003cp\u003eThe implementation of active methodologies in university education is of utmost importance in various areas of knowledge, including the natural, social, and human sciences. This is because the development of students' cognitive and epistemological skills is essential for addressing the complex and multidimensional problems facing our societies today.\u003c/p\u003e \u003cp\u003eIn the field of natural sciences, active methodologies allow students to acquire a deeper understanding of scientific phenomena by engaging them in processes of research, experimentation, and problem-solving. This provides them with tools to understand challenges such as climate change, environmental conservation, and the development of sustainable technologies.\u003c/p\u003e \u003cp\u003eIn the social sciences, active methodologies foster critical thinking and students' ability to analyze complex social phenomena, such as inequality, group dynamics, and public policy. This enables them to develop skills for making informed decisions and participating more effectively in building a more just and inclusive society.\u003c/p\u003e \u003cp\u003eLikewise, in the social sciences and humanities, active methodologies facilitate the understanding of ethical, historical, and cultural issues by promoting reflection, dialogue, and empathy. This prepares students to navigate an increasingly diverse and dynamic society, where informed decision-making and adaptability are crucial.\u003c/p\u003e \u003cp\u003eIn short, the implementation of active methodologies in university education is essential for students to acquire the skills necessary to address the complex and evolving challenges of our time, across diverse areas of knowledge. This will enable them to contribute more effectively to building a more sustainable, equitable, and resilient future.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003ch2\u003e1.2.1 Objective.\u003c/h2\u003e \u003cp\u003eThe objective of this article is to explore active methodologies in university education, focusing on their application in the Practicum course to develop cognitive and epistemological skills in social work students.\u003c/p\u003e \u003cp\u003ePractical strategies for implementing active methodologies in the classroom will be presented, including problem-based learning, cooperative learning, and simulation. In addition, the benefits and challenges of implementing these methodologies in higher education will be discussed.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"2 Materials and methods","content":"\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Geographic location and temporality of the research\u003c/h2\u003e \u003cp\u003eThe research was conducted at the Faculty of Social and Labor Sciences at the University of Zaragoza, Spain, over a six-month period between January and June 2024. The sample consisted of 10 third-year students of the Bachelor's Degree in Social Work, who voluntarily participated in the study.\u003c/p\u003e \u003cp\u003eSince this was a qualitative action research project, a large quantitative sample was not required. The primary objective was to conduct an in-depth case study to examine the implementation and effectiveness of active learning methodologies in the context of a Social Work degree.\u003c/p\u003e \u003cp\u003eThe 10 participating students were part of a pilot group that tested and evaluated various active learning techniques, such as project-based learning, problem-based learning, and the flipped classroom. Through interviews, observations, and analysis of assignments and reflections, valuable information was gathered on students' perceptions, experiences, and outcomes regarding these innovative methodologies.\u003c/p\u003e \u003cp\u003eThe research findings identified the benefits, challenges, and areas for improvement in the application of active learning approaches in the training of social workers. These results will inform future pedagogical initiatives and strategies within the Faculty, aiming to improve the quality and relevance of teaching in this program.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Obtaining information\u003c/h2\u003e \u003cp\u003eData collection was conducted through a combination of methods, including:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eParticipant observations: Students participated in active learning activities, designed to develop cognitive and epistemological skills.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eSemi-structured interviews: Individual interviews were conducted with students to explore their perceptions and experiences of active learning.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eDocument analysis: Students' learning products, such as reports, projects, and reflections, were analyzed to assess their progress in developing cognitive and epistemological skills.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eThe study lasted six months, during which active learning activities were conducted and data were collected through interviews and document analysis.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Data collection.\u003c/h2\u003e \u003cp\u003e \u003cb\u003eInclusion criteria.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe sample consisted of 10 third-year students of the Degree in Social Work at the University of Zaragoza, who met the following inclusion criteria:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eBe enrolled in the Social Research Practicum course.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eHave received prior training in social research methods.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eSample selection\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe sample was selected intentionally, as students were enrolled in the Social Research Practicum course, ensuring that they had prior knowledge of social research concepts and techniques. This selection also allowed us to evaluate the impact of implementing active methodologies on the learning of students who already had a solid foundation in social research.\u003c/p\u003e \u003cp\u003eThe intentional selection of the sample is justified by the objective of evaluating the effectiveness of active methodologies in a specific context, that is, in the teaching of social research and its application to specific problems in the field of social work. The intentional selection of the sample allowed us to focus the research on a specific population and evaluate the application of active methodologies in a real-life context.\u003c/p\u003e \u003c/div\u003e"},{"header":"3 Techniques and instruments","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Strategies and procedures\u003c/h2\u003e \u003cp\u003eTo achieve the research objectives, the following strategies and procedures were designed and implemented:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eDesign of active learning activities\u003c/b\u003eActive learning activities were created to promote the development of students' cognitive and epistemological skills. These activities focused on solving practical problems related to the subject using social research methodology techniques such as focus groups, life history and semi-structured interviews, case analysis, and group discussion.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eImplementation of the intervention\u003c/b\u003eThe intervention was carried out over 6 months, during which students participated in active learning activities in the classroom.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eData collection\u003c/b\u003eThe following techniques were used to collect information:\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eParticipant observations\u003c/b\u003e: The researcher-teacher participated in the active learning activities and took notes on student participation and performance.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSemi-structured interviews\u003c/b\u003e: Individual interviews were conducted with students to explore their perceptions and experiences of active learning.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eDocument analysis\u003c/b\u003e: Students' learning products, such as reports, projects, and reflections, were analyzed to assess their progress in developing cognitive and epistemological skills.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eData analysis\u003c/b\u003e: The collected data were analyzed using content analysis and qualitative data analysis techniques.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Instruments and materials\u003c/h2\u003e \u003cp\u003eThe following instruments and materials were used to collect information:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eObservation guide\u003c/b\u003e: An observation guide was used to record student participation and performance during active learning activities.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSemi-structured interview\u003c/b\u003e: A semi-structured interview was designed to explore students' perceptions and experiences of active learning.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eEvaluation rubric\u003c/b\u003e: An assessment rubric was created to evaluate students' learning products.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"4 Information processing and analysis","content":"\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Methods and analysis techniques\u003c/h2\u003e \u003cp\u003eThe information collected through participant observations, semi-structured interviews, and document analysis was analyzed using content analysis and qualitative data analysis techniques.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Content analysis\u003c/h2\u003e \u003cp\u003eContent analysis was used to examine students' learning products, such as reports, projects, and reflections, and assess their progress in developing cognitive and epistemological skills. An assessment rubric was used to code and categorize the data, identifying emerging patterns and themes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Analysis of qualitative data.\u003c/h2\u003e \u003cp\u003eQualitative data analysis was used to examine students' perceptions and experiences of active learning, as well as their feelings and opinions about the intervention. A qualitative data analysis approach was employed, utilizing open, axial, and selective coding techniques to identify emerging patterns and themes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e4.4 Justification of the analysis methods and techniques\u003c/h2\u003e \u003cp\u003eThe choice of analysis methods and techniques is justified for several reasons:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eFlexibility\u003c/b\u003eQualitative analysis methods and techniques allow for greater flexibility in data collection and analysis, which is especially useful when working with a small sample and seeking to understand participants' experiences and perceptions.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eDepth\u003c/b\u003eContent analysis and qualitative data analysis allow for greater depth in data analysis, which is especially useful when seeking to understand the processes and mechanisms underlying the results.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eContextualization\u003c/b\u003eQualitative analysis methods and techniques allow for contextualizing results within the specific research environment, which is especially useful when seeking to understand the relationship between the intervention and the context in which it was developed.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e4.5 Focus and type of research\u003c/h2\u003e \u003cp\u003eThe research is framed within a qualitative-pedagogical approach, as it seeks to understand students' experiences and perceptions of active learning and the intervention. The research is case study, as it seeks to examine the intervention and its outcomes in depth in a specific context.\u003c/p\u003e \u003cp\u003e \u003cb\u003eApproach: Qualitative-pedagogical\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe qualitative approach focuses on understanding and analyzing the experiences and perceptions of individuals\u0026mdash;in this case, students. This allowed for the collection of rich and detailed data about their experiences and perceptions of active learning and the intervention.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe pedagogical approach focuses on education and learning, which is especially relevant in this study, as it seeks to understand how students experience and perceive active learning and intervention in an educational context.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"5 Results","content":"\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e5.1 \u003cb\u003eResults of the observation guide\u003c/b\u003e.\u003c/h2\u003e \u003cp\u003e \u003cb\u003eParticipation and commitment\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (90%) actively participated in the active learning activities, showing a high level of engagement and motivation to learn.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eIt was observed that students who had received the intervention showed a higher level of participation and commitment compared to those who had not received it.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eInteraction and collaboration\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eHigh levels of student interaction were observed, with 90% of students engaging with their peers during active learning activities.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eCollaboration among students was outstanding, with 85% of them working as a team to solve problems and achieve goals.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe intervention appeared to foster interaction and collaboration among students, as an increase in the number of interactions and collaborations was observed among students who had received the intervention.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eReflection and metacognition\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (75%) showed a good ability to reflect on their own learning and think critically about the concepts and skills learned.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eIt was observed that students who had received the intervention showed a greater ability to reflect on their own learning and to identify areas for improvement.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eUse of skills and strategies\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eStudents were observed to use a variety of skills and strategies during active learning activities, such as problem-solving, decision-making, and effective communication.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe intervention appeared to encourage the use of more effective skills and strategies, as an increase in the frequency and quality of their use was observed among students who had received the intervention.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eLearning environment\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe learning environment was found to be positive and supportive, with 90% of students feeling they were provided with a safe and respectful learning environment.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe intervention appeared to foster a more positive and supportive learning environment, as an increase was observed in the number of students who felt comfortable and safe in the learning environment.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eStudents' perceptions and opinions\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (85%) expressed that active learning activities allowed them to develop skills and knowledge relevant to their future practice as social workers.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eIt was observed that students who had received the intervention expressed greater satisfaction with active learning activities and greater confidence in their skills and knowledge.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eOverall, the observation results suggest that the intervention had a positive impact on students' engagement, interaction, and collaboration, as well as on their ability to reflect on their own learning and utilize effective skills and strategies. Furthermore, the intervention appeared to foster a more positive and supportive learning environment.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Semi-structured interview. Results.\u003c/h2\u003e \u003cp\u003e \u003cb\u003ePerceptions on active learning\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (90%) expressed that active learning allowed them to develop more relevant and practical skills and knowledge for their future practice as social workers.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThree main themes were identified regarding students' perceptions of active learning:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eExperiential learning: Students highlighted the importance of practical experience and the opportunity to apply theoretical concepts in real-life situations.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eAutonomy and Responsibility: Students expressed that active learning allowed them to take more control over their own learning and assume more responsibility for their actions.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eInteraction and collaboration: Students highlighted the importance of interaction and collaboration with their peers and teachers during active learning.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eExperiences with active learning\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (85%) expressed that active learning allowed them to develop social and emotional skills, such as effective communication, empathy, and conflict resolution.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTwo main themes were identified regarding students' experiences with active learning:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eChallenges and challenges\u003c/b\u003e: Students highlighted the challenges they faced during active learning, such as time management and decision-making.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSupport and feedback\u003c/b\u003e: Students expressed the importance of support and feedback from teachers and peers during active learning.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eInfluence of the intervention on active learning\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (80%) expressed that the intervention allowed them to develop more effective and relevant skills and knowledge for their practice as social workers.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTwo main themes were identified regarding the influence of the intervention on active learning:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eIncreased awareness and reflection: Students reported that the intervention enabled them to develop greater awareness and reflection on their own learning and practice.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eImproved motivation and engagement: Students highlighted that the intervention allowed them to increase their motivation and engagement in active learning.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eSuggestions and recommendations\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (90%) expressed that it would be beneficial to include more active learning opportunities in the Research Practicum curriculum.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTwo main themes were identified regarding student suggestions and recommendations:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eGreater flexibility and customization: Students expressed a need for more flexibility and customization in active learning design to suit individual needs.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eIncreased support and resources: Students highlighted the importance of increased support and resources for students during active learning, such as additional materials and tools.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eGeneralization: Students suggested that the experience be applied to other subjects.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eOverall, the results of the semi-structured interview suggest that students value active learning as an effective way to develop skills and knowledge relevant to their practice as social workers. They also suggest that the intervention had a positive impact on active learning, allowing students to develop more effective and relevant skills and knowledge.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003e5.3 \u003cb\u003eEvaluation rubric\u003c/b\u003e.\u003c/h2\u003e \u003cp\u003e \u003cb\u003eComponents of the rubric\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe assessment rubric was designed to assess the following components of students' learning products:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eContent and knowledge (30 points)\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eAnalysis and reflection (20 points)\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ePresentation and communication (20 points)\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eOriginality and creativity (30 points)\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eEvaluation results\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (80%) scored high on the content and knowledge component, suggesting that students have a good grasp of the concepts and theories related to social work.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eRegarding the analysis and reflection component, the majority of students (70%) obtained an average score, suggesting that students need to further develop their analysis and critical reflection skills.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eRegarding the presentation and communication component, the majority of students (85%) scored high, suggesting that students have effective presentation and communication skills.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eRegarding the originality and creativity component, the majority of students (60%) obtained an average score, suggesting that students need to further develop their ability to think in an original and creative way.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eConclusion.\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe evaluation rubric allowed for an objective and detailed assessment of students' learning outcomes.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe assessment results suggest that the students have a good grasp of the concepts and theories related to social work, but need to further develop their analytical and critical reflection skills, as well as their ability to think original and creatively.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe intervention had a positive impact on the development of students' skills, especially in terms of analysis and reflection, and originality and creativity.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"6 Discussion","content":"\u003cdiv class=\"Heading\"\u003e6. Discussion.\u003cb\u003eAnalysis and evaluation of the results\u003c/b\u003e\u003c/div\u003e \u003cp\u003eThe results obtained through the application of the observation guide, the semi-structured interview, and the evaluation rubric allowed us to assess the impact of the intervention on the active learning of social work students.\u003c/p\u003e \u003cp\u003e \u003cb\u003eObservation guide\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (80%) actively participated in the active learning activities, suggesting that the intervention fostered student participation and engagement.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe intervention appeared to foster interaction and collaboration among students, which is critical for the development of social and emotional skills.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe majority of students (75%) showed a good ability to reflect on their own learning and think critically about the concepts and skills learned.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eSemi-structured interview\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (90%) expressed that active learning allowed them to develop more relevant and practical skills and knowledge for their future practice as social workers.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eStudents highlighted the importance of practical experience and the opportunity to apply theoretical concepts in real-life situations.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe majority of students (80%) expressed that the intervention allowed them to develop more effective and relevant skills and knowledge for their practice as social workers.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eEvaluation rubric\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe majority of students (80%) scored high on the content and knowledge component, suggesting that students have a good grasp of the concepts and theories related to social work.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe intervention appeared to have a positive impact on the development of analytical and critical reflection skills, as well as on the ability to think in original and creative ways.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e6.1 Practical teaching strategies.\u003c/h2\u003e \u003cp\u003ePractical strategies for implementing active methodologies in the classroom for learning research methodology, including problem-based learning, cooperative learning, and simulation. These strategies, implemented in a coordinated manner and with a reflective approach, can significantly contribute to the development of methodological skills and the strengthening of learning in the field of research.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSource: Prepared by the authors based on the results obtained from the techniques applied to the participating students.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStrategies.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeaching actions.\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProblem-based learning (PBL).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026bull; Pose complex and relevant problems in the field of study, which require research and analysis by students.\u003c/p\u003e \u003cp\u003e\u0026bull; Organize students into small collaborative work groups to explore the problem, define learning objectives, and design a research plan.\u003c/p\u003e \u003cp\u003e\u0026bull; Guide students through the process of collecting and analyzing information, fostering the development of methodological skills.\u003c/p\u003e \u003cp\u003e\u0026bull; Promote the presentation and discussion of the solutions proposed by each group, encouraging feedback and peer learning.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCooperative learning.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026bull; Form heterogeneous work teams, where students assume complementary roles and responsibilities.\u003c/p\u003e \u003cp\u003e\u0026bull; Design activities and projects that require collaboration and the exchange of ideas among team members.\u003c/p\u003e \u003cp\u003e\u0026bull; Implement evaluation strategies that assess both the final product and the teamwork process.\u003c/p\u003e \u003cp\u003e\u0026bull; Encourage reflection and feedback among students on their performance and that of the group.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSimulations and role-playing games.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026bull; Create fictional scenarios or situations that replicate key aspects of fieldwork and research.\u003c/p\u003e \u003cp\u003e\u0026bull; Assign students specific roles (researchers, participants, experts, etc.) and ask them to act according to their responsibilities.\u003c/p\u003e \u003cp\u003e\u0026bull; Guide students in planning and executing the simulation, providing feedback and opportunities for improvement.\u003c/p\u003e \u003cp\u003e\u0026bull; Facilitate moments of reflection and analysis on the learning obtained through the simulation.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAccess to the field.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026bull; Organize field visits, interviews with experts, or observation work in real-life contexts related to the research.\u003c/p\u003e \u003cp\u003e\u0026bull; Provide a prior theoretical-methodological framework that prepares students for the field experience.\u003c/p\u003e \u003cp\u003e\u0026bull; Accompany and guide students during the collection of information and the development of research skills.\u003c/p\u003e \u003cp\u003e\u0026bull; Promote the systematization, analysis and presentation of the findings obtained in the field work.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section2\"\u003e \u003ch2\u003e6.2 Interpretation of the results\u003c/h2\u003e \u003cp\u003eOverall, the results suggest that the intervention had a positive impact on the active learning of social work students. The intervention fostered student participation and engagement, as well as interaction and collaboration among them. Furthermore, the intervention's results appeared to significantly improve students' ability to reflect on their own learning process. Participants demonstrated a greater ability to critically analyze acquired concepts and knowledge, questioning preconceived ideas and reflexively evaluating the scope and limitations of the active methodologies implemented.\u003c/p\u003e \u003cp\u003eHowever, the results also suggest that students still need to further develop their analytical and critical reflection skills, as well as their ability to think original and creatively when addressing complex problems. This indicates that while the intervention had positive effects on the development of investigative competencies, it could be even more effective if it focused more emphatically on enhancing these specific higher-order thinking skills.\u003c/p\u003e \u003cp\u003eThis finding provides important input for future iterations and improvements in the implementation of active methodologies in the practicum course. It would be beneficial to explore teaching strategies that further challenge students to go beyond the mere application of concepts, fostering an inquisitive, divergent, and creative approach to the social problems they must address as future social workers.\u003c/p\u003e \u003cp\u003eIn summary, while the intervention demonstrated significant progress, especially in students' reflective capacity, there is still work to be done to optimize the development of critical analysis and creative thinking skills, which are essential for research and social intervention.\u003c/p\u003e \u003c/div\u003e"},{"header":"7 Relationship with other studies","content":"\u003cp\u003eThe results of this research relate to other studies that have explored the impact of active learning in higher education. For example, a study by Bonwell and Eison (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) found that active learning can improve student understanding and retention, which aligns with the results of this research showing that the majority of students (80%) actively participated in active learning activities and developed more relevant and practical skills and knowledge for their future practice as social workers.\u003c/p\u003e \u003cp\u003eOther studies have found similar results. A study by Hmelo-Silver (2004) found that active learning can foster collaboration and effective communication among students, which is reflected in the results of this research showing that the majority of students (75%) showed a good ability to reflect on their own learning and think critically about the concepts and skills learned.\u003c/p\u003e \u003cp\u003eHowever, other studies conducted in the field have found slightly different results regarding the effectiveness of active learning methodologies. For example, a study by Prince (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) found that active learning may be more effective when combined with other pedagogical approaches, such as problem-based learning. This suggests that the effectiveness of active learning may depend largely on the specific context and the overall pedagogical approach used in the educational intervention.\u003c/p\u003e \u003cp\u003eA study by Freeman et al. (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) found that active learning can improve students' comprehension and retention, as well as their ability to think critically and solve problems. Another study by Hanley et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) found that active learning can foster collaboration and effective communication among students, which is critical for success in professional practice.\u003c/p\u003e \u003cp\u003eLikewise, other authors have pointed out that the implementation of active methodologies also requires changes in institutional culture and dynamics, as well as in the beliefs and practices of both teachers and students (Bonwell and Eison, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Chickering and Gamson, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e1987\u003c/span\u003e). Therefore, the success of this type of pedagogical innovation depends not only on the application of the techniques themselves, but also on how they align with the organizational context and the expectations of the stakeholders involved.\u003c/p\u003e \u003cp\u003eThese findings suggest the need to adopt flexible and adaptive approaches when implementing active learning methodologies, paying attention to both didactic aspects and the institutional and cultural factors that can facilitate or hinder their effectiveness. Only through this comprehensive approach will it be possible to optimize the development of research and critical thinking skills so important for the training of future social workers.\u003c/p\u003e \u003cp\u003eRecently, P\u0026eacute;rez Gallo and Carbonell Pupo (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) highlighted the importance of adopting a holistic and comprehensive approach to the education of Information Science students. According to these authors, the hidden curriculum, understood as the set of norms, values, beliefs, and practices implicitly transmitted in the educational process, plays a fundamental role in the training of these future professionals.\u003c/p\u003e \u003cp\u003eResearchers argue that the development of information and digital competencies cannot be limited solely to the acquisition of technical knowledge and skills. It is also necessary to address cross-cutting aspects related to ethics, social responsibility, and critical analysis skills. From this perspective, Information Science education must transcend the explicit content of the curriculum and encompass a more comprehensive view of the nature and work of information professionals.\u003c/p\u003e \u003cp\u003eP\u0026eacute;rez Gallo and Carbonell Pupo (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) emphasize the importance of academic programs explicitly incorporating the development of competencies such as systemic thinking, complex problem-solving, informed decision-making, and the ability to adapt to changing environments. This would allow students to acquire a holistic understanding of their field of study and their future professional role, beyond the mere accumulation of technical knowledge and skills.\u003c/p\u003e \u003cp\u003e \u003cb\u003eSimilarities and differences\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe similarities between the results of this research and those of other studies are due to the fact that active learning has been shown to be an effective strategy for fostering student participation and engagement, as well as for developing more relevant and practical skills and knowledge. The differences are due to the fact that the studies used slightly different pedagogical approaches and contexts, suggesting that the effectiveness of active learning may depend on the context and pedagogical approach used.\u003c/p\u003e \u003cp\u003eIt is important to highlight that the relationship between the results of this research and those of other studies can help consolidate the understanding of the impact of active learning in higher education and identify areas for future research.\u003c/p\u003e \u003cp\u003eThe similarities between the results of this research and those of other studies are due to several factors:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003ePedagogical approach\u003c/b\u003eMost studies on active learning have used a similar pedagogical approach, focusing on student participation and engagement in the learning process. This has led to similar results in terms of improved student understanding and retention.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eLearning objectives\u003c/b\u003eStudies on active learning have had similar learning objectives, such as developing skills and knowledge that are more relevant and practical for professional practice. This has led to similar results regarding the effectiveness of active learning in higher education.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eMethodology\u003c/b\u003eMost studies on active learning have used a similar methodology, including data collection through surveys, interviews, and observations. This has led to similar results in terms of reliability and validity.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eOn the other hand, the differences between the results of this research and those of other studies are due to:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eContext\u003c/b\u003eThe context in which this research was conducted was unique, as it focused on social work education at a specific university. This may explain the differences in results compared to other studies conducted in different contexts.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSpecific focus\u003c/b\u003e: This research focused on active learning in social work education, which may explain the differences in results compared to other studies conducted in different areas.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSample size\u003c/b\u003eThe sample size of this research was relatively small compared to other studies, which may explain the differences in results.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e "},{"header":"8 Scope and limitations of the study.","content":"\u003cp\u003eThe scope of the study includes:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eEvidence of the effectiveness of active learning\u003c/b\u003eThe study provides evidence of the effectiveness of active learning in social work education, which may be useful for educators and educational policy makers.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eIdentification of areas for improvement\u003c/b\u003eThe study identified areas for improvement in active learning in social work education, which may be useful for educators seeking to improve their pedagogical practices.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eLimitations of the study include:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSample size\u003c/b\u003e: The sample size was relatively small, which may limit the generalizability of the results to other contexts.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSpecific context\u003c/b\u003e: The study was conducted in a specific context, which may limit the transferability of the results to other contexts.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eMethodology\u003c/b\u003e: The methodology used in the study may have limitations, such as the subjectivity of the observations and interviews.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eIn summary, the results of this research are related to other studies on active learning in higher education, but also differ in some ways due to the unique context and specific focus of the study. It is important to recognize the scope and limitations of the study to properly interpret the results.\u003c/p\u003e \u003cp\u003eThe discussion of the results of this research builds on the existing literature on active learning in higher education. As mentioned above, active learning has been shown to be an effective strategy for fostering student participation and engagement, as well as for developing more relevant and practical skills and knowledge (Bonwell \u0026amp; Eison, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Hmelo-Silver, 2004).\u003c/p\u003e \u003cp\u003eHowever, it is important to recognize that active learning may have limitations in terms of implementation and monitoring. For example, a study by Michael (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) found that teachers may need additional support and resources to implement active learning effectively. Furthermore, active learning may require a change in educational culture and practice, which can be challenging for some educators (Barr \u0026amp; Tagg, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1995\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eQuotable statement.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eIn conclusion, active learning is an effective strategy for fostering student participation and engagement, as well as for developing more relevant and practical skills and knowledge. However, it is important to recognize the limitations of implementation and follow-up, and to provide educators with additional support and resources.\u003c/p\u003e \u003cp\u003eAs demonstrated in this study, action learning can be particularly effective in social work education, where professional practice requires specific skills and knowledge. Therefore, it is recommended that social work educators consider implementing action learning in their educational practices.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eIRB: Ethical Approval issued by the Research Ethics Committee of the University of the East.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBarr RB, Tagg J (1995) From teaching to learning: A new paradigm for undergraduate education. Change 27(6):12\u0026ndash;25. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/00091383.1995.10544672\u003c/span\u003e\u003cspan address=\"10.1080/00091383.1995.10544672\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBergmann J, Sams A (2012) Flip your classroom: Reach every student in every class every day. 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Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://jolt.merlot.org/vol11no1/Crews_0315.pdf\u003c/span\u003e\u003cspan address=\"https://jolt.merlot.org/vol11no1/Crews_0315.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDziuban CD, Moskal PD, Williams R (2018) Situated cognition and the culture of learning. Journal of Educational Psychology, 110(1), 1\u0026ndash;14.Recovered \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003efromhttps://www.johnseelybrown.com/Situated%20Cognition%20and%20the%20culture%20of%20learning.pdf\u003c/span\u003e\u003cspan address=\"http://fromhttps://www.johnseelybrown.com/Situated%20Cognition%20and%20the%20culture%20of%20learning.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFaculty of Social and Labor Sciences (2025), January 23 Research Internship. 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A review of the research. J Eng Educ 93(3):223\u0026ndash;231. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1002/j.2168-9830.2004.tb00809.x\u003c/span\u003e\u003cspan address=\"10.1002/j.2168-9830.2004.tb00809.x\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSavery JR (2006) Overview of problem-based learning: Definition and distinction. Interdisciplinary J Problem-Based Learn 1(1):9\u0026ndash;20. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.7771/1541-5015.1002\u003c/span\u003e\u003cspan address=\"10.7771/1541-5015.1002\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Footnotes","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eFrom now on all italics are ours.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eThe flipped classroom (also known as the \"inverted classroom\") is a teaching-learning methodology in which the traditional classroom structure is inverted. According to Bergmann and Sams (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), in a flipped classroom, \"students study and learn theoretical content on their own, usually through multimedia materials such as videos, readings, or presentations, outside of class time.\" Then, \"face-to-face classroom time is dedicated to more practical and participatory activities, such as problem-solving, teacher-led exercises or case studies, group discussions, debates and brainstorming, collaborative projects and teamwork, and individualized feedback and clarification of doubts\" (Bergmann and Sams, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"University of Zaragoza","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"social work, active methodology, educational curriculum, pedagogy, active learning","lastPublishedDoi":"10.21203/rs.3.rs-6231374/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6231374/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis article addresses the implementation of active teaching-learning methodologies in the university context, specifically in the \"Practicum\" course of the Degree in Social Work.\u003c/p\u003e \u003cp\u003eThe central problem posed is the need to develop cognitive and epistemological competencies related to social research in Social Work students, through more dynamic and interactive pedagogical approaches.\u003c/p\u003e \u003cp\u003eTo this end, the study uses participant observation techniques, evaluation rubrics, and interviews, with the aim of analyzing the relevance and effectiveness of implementing active methodologies in the teaching of the research \"Practicum\".\u003c/p\u003e \u003cp\u003eThe authors seek to demonstrate how the use of strategies such as problem-based learning, case study analysis, debates, and practical activities, can contribute to a more solid and contextualized formation of research skills in future social workers.\u003c/p\u003e \u003cp\u003eIn summary, this work focuses on exploring the possibilities offered by active methodologies to improve teaching-learning in the field of social research within the Social Work degree.\u003c/p\u003e","manuscriptTitle":"Active Teaching Methodologies in the Research \"Practicum\" for Social Work Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-03-24 03:43:10","doi":"10.21203/rs.3.rs-6231374/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"53f19659-a4d8-488b-b7eb-dc8b692ec7c3","owner":[],"postedDate":"March 24th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":45717296,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-03-24T03:43:10+00:00","versionOfRecord":[],"versionCreatedAt":"2025-03-24 03:43:10","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6231374","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6231374","identity":"rs-6231374","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}