Collaborative learning experiences for the development of higher-order thinking

Abstract

The work presented in this article describe the conceptualization and methodological proposal for the development of two distinct pedagogical approaches. One, based on Inquiry Based Learning (IBL), is structured in phases, guiding the student through the learning process. The other is based on gamification, applied as an integrated teaching-learning strategy. It includes the definition of the formative assessment, student classification and learning experiences, which include traditional practical assignments and educational games. This study was conceptualized and applied in two curricular units of different areas, to identify the impact that these strategies have in the construction of higher-order skills, such as communication skills, critical thinking and collaboration. There are strong indicators that the intense and active role of students allows them to build strong connection to the issue in study and also to rely on team work for further in the knowledge building.