Abstract:

In Chile, 30% of schools are rural, covering 7% of the population in the primary education stage. According to the Ministry of Education, 51.8% of 3,524 rural establishments correspond to multigrade schools. The synergies between teaching and learning in environments have focused on the correlation between cognitive achievements of students and lectures implemented by teachers. In this dynamic, those who impart knowledge have an active role, while students are passive recipients. This modality presents weaknesses for the integral development of individuals in the formative stage, due to the scarce possibilities of systematic and collaborative participation. These aspects could be based on the demotivation associated with the disconnection between the content taught and its practical application. The objective of the experience is to explore the potential that the integration of Design Based Learning (DBL) could have in rural primary schools with multigrade classrooms, as a tool to stimulate the teaching and learning experience. The INDEX Compass methodology is applied, whose main value is based on the premise called design to improve life, linked to the spirit of re-enchanting students with their environment, through the rediscovery of their potentialities and the reinterpretation of the resources of the territory. DBL has a student-centered approach not explored so far in Chile in rural schools. One of its potentials is that it develops the ability to understand the environment and provides the opportunity for students to propose solutions to existing problems in their community. It is characterized by working with reality, as well as the skills, interests and perceptions of those involved. The experiences were developed according to the four stages defined by Compass, Preparation, Perception, Prototyping and Production, offering a structure by levels of consecutive progress, promoting a group organization. The participants were integrated in the resolution of challenges, through the generation of solutions for their environment, linking social and emotional learning in the classroom. The conclusions refer to the implementation of a pioneering experience in the field of rural education, carried out in the Ñuble Region in Chile. The application of the Compass methodology allowed students to be protagonists of their own learning, contributing to the construction of proactive and positive capacities for life. Teachers were able to implement more dynamic and efficient didactics, with a focus on solving real problems and in a sustainable way. It allowed students and teachers to experience a new way of learning and imparting knowledge. A substantial change in the didactics and roles of the participants that was stimulating for all. The students were able to generate knowledge and have an active role. Teachers, as activity guides, supported cross-sectional and collaborative learning. The experience provided information to project a future paradigm shift, offering the possibility of defining a new reading of the environment and of undertaking constructive actions for the community. In a pedagogical sense, the traditional didactic strategy based on expository classes and subjects taught independently, is at a disadvantage compared to the possibility of integrating content based on collaborative projects, which stimulate creativity and promote an experiential, fluid learning, transversal and efficient.

Keywords:

Design-based learning, rural education, educational experience, didactics.