Abstract:

The present study aims to define and report on the implementation of new pedagogical practices in the curricular unit of Constitutional Law with the aim of promoting student-centered teaching. The pedagogical practices adopted were designed to foster an active and participatory learning environment. Additionally, they were chosen while taking into account the “gamification” strategy using elements of games outside the sphere of gaming which can be applied as a teaching strategy. In undergraduate studies, the application of the active learning strategy in the classroom presents a significant challenge for education in its traditional sense. Specifically in the case of studying law, the following techniques were used: oral test simulation, written test simulation with peer assessment, “cube with review questions”, and walking gallery.

The choice of Constitutional Law as the curricular unit for this study was not random. Constitutional Law is a paradigmatic subject in the training of a lawyer and, normally, appears in the first year of a law degree because it provides a structural understanding for the student. Additionally, it contains concepts inherent to citizens, including young students. The concept of the State, the acquisition of citizenship, the understanding of sovereign bodies, the understanding of the separation of powers, the awareness of the functions of the State and even the inherent idea of the Rule of Law, an idea ingrained in the mindset of young law school students. Through dynamic learning methods, ideas that are already part of a student as a young citizen are highlighted.

With this study, we have sought to understand the students' perception of these active pedagogical practices. We have and will continue to analyze student responses to identify their views, opinions and experiences regarding this new teaching method. These insights will be assessed both quantitatively and qualitatively to gain a comprehensive understanding of the impact of the implemented practices.

The perception and interests of students have thus far have been positive. These initial results point to the effectiveness of the strategies adopted, although we recognize the continuous need for improvements and adjustments, in order to fully meet the students' expectations and needs. As such, we acknowledge that this technique presents some limitations. That being said, however, it is expected that the study will reveal a natural predisposition to active methodologies. The students in this curricular unit in general, demonstrate a natural and innate ease in understanding the concepts of Constitutional Law. Since these are students who have chosen to study a law degree, it is believed they will have greater speed in translating and highlighting ideas of citizenship via these dynamic methods, already typical of their capacity as members of a democratic State under the rule of law towards Democracy.

Keywords:

Gamification, gallery walk, active learning, Constitutional Law.