Abstract:

Learning Scenarios Theory arises from the constructivist approach to education, where students are engaged in active, collaborative, and experiential learning.

This work presents three main objectives:
(a) to introduce the theory of learning scenarios,
(b) to present examples of its application in Psychology,
(c) to discuss its application in Engineering.

The theory is founded on the integration of three dimensions: the grouping of students (large group, small groups, pairs, or individual), the significance of the content (impersonal or personal content), and the predominant learning component (cognitive or behavioral). The combination of these dimensions leads to four learning scenarios: personal-cognitive; personal-behavioral; impersonal-cognitive, and impersonal-behavioral. Integrating the four possible groupings in each scenario results in 16 learning opportunities.

In Psychology, various examples have been proposed for using the different learning scenarios. For instance, the impersonal-cognitive scenario is used when theoretically solving a case on a patient's psychopathology, the impersonal-behavioral scenario is employed when a student performs a role-playing exercise to communicate a diagnosis to a patient, the personal-behavioral situation can be used when a student wants to resolve through role-playing a case encountered during practical sessions that raises doubts, and the personal-cognitive is used when a student reflects on their strengths as a psychologist.

In Engineering, the grouping dimension of participants: large group, small groups, pairs, and individuals, is particularly relevant. This dimension can be combined with the predominant learning component dimension: cognitive or behavioral, for example, solving equations involves a significant cognitive component. However, other times, behavioral components may be added to the cognitive, for example, in experiential situations where students must perform an electronic installation in a real setting. Finally, in Engineering, this theory moves away from the personal learning component. A revision of this theory is proposed for application in Engineering with eight learning opportunities.

In summary, this proposal fosters reflection on the application of the learning scenarios theory in different higher education contexts. Additionally, the learning scenarios theory can also be applied in primary and secondary education. This theory prompts a reflection on one's own learning procedures, considering the diverse profiles and learning styles of students. Moreover, each learning opportunity presents distinctive characteristics with implications for learning processes. This theory opens new research possibilities on the consequences of using different teaching methodologies in higher education.

Keywords:

Learning, psychology, engineering, group.