The laboratory as a tool for innovation in social science teaching
DOI:
https://doi.org/10.37467/revhuman.v11.3818Keywords:
Laboratory, Innovation, Social Sciences, Mediation, Social WorkAbstract
This article analyzes the results of a teaching innovation project developed during the academic year 2021-2022, whose main objective was to assess the need to in- clude a compulsory subject of mediation and collaborative conflict resolution in the degree in Social Work at UCM. To this end, an international working group has been formed in the form of an Ideas Lab that has developed a research combining quan- titative (questionnaire) and qualitative (Design Thinking) tools, whose results have allowed to develop a proposal that has been submitted to the dean's office for consideration in the future modification of the degree. But undoubtedly, the most remarkable thing is that through the laboratory it has been possible to guaran-
tee essential elements for the quality of the training of our university community: transversality, transdisciplinarity, internationalization and transfer of knowledge.
References
Amaro, M.I. (2018). Conocimiento, acción e investigación en Trabajo Social: un campo en construcción, In Ferreira, J.& Serrano Ruiz-Calderón, M, (Eds.) Protección de menores y Trabajo social (pp. 11-135). Dykinson
Blanco Carrasco, M., Corchado Castillo, A., & Ferreira, J. M. (2020). Mediation as a discipline and a profession. In
M.Blanco Carrasco, & L. García Villaluenga, (Eds.) Mediation. International experiences: a shared visión.(pp. 103-115). Reus.
Blanco Carrasco, & L. García Villaluenga (2020), Mediation. International experiences: a shared vision. Reus.
Blanco Carrasco, M (2021) El cambio de paradigma en la respuesta judicial a los conflictos parentales: el coordinador de parentalidad, Actualidad civil, 1, 1-15.
Brown, T. (2008). Design thinking. Harvard business review, 86(6), 84.http://dx.doi.org/10.5040/9781474282932.0020
Corrales Serrano, M, Díaz Rincón, B, Sánchez Martín, J, Moreno Losada, J. (2019). El laboratorio de Humanidades y ciencias sociales en educación secundaria: planteamiento teórico y análisis de posibilidades prácticas. Papeles Salmantinos de Educación, 23, 129-151. http://dx.doi.org/10.36576/summa.108390
De Palo, G., & Keller, L. (2012). In Practice. The Italian Mediation Explosion: Lessons in Realpolitik. Negotiation Journal, 28(2), 181-189. https://doi.org/10.1111/j.1571-9979.2012.00334.x
De Palo, G., D’Urso, L., Trevor, M., Branon, B., Canessa, R., Cawyer, B., & Florence, R. (2014). ‘Rebooting’ The mediation directive: Assessing the limited impact of its implementation and proposing measures to increase the number of mediations in the EU. European Parliament: Policy Department C: Citizens’ Rights and Constitutional Affairs.
Deroncele Acosta, A., Medina Zuta, P., & Gross Tur, R. (2020). Gestión de potencialidades formativas en la persona: reflexión epistémica y pautas metodológicas. Universidad y Sociedad, 12(1), 97-104. https://tinyurl. com/27njxcr6
Fix, G. M., Rikkerink, M., Ritzen, H. T. M., Pieters, J. M., & Kuiper, W. A. J. M. (2021). Learning within sustainable educational innovation: An analysis of teachers’ perceptions and leadership practice. Journal of educational change, 22(1), 131-145. https://doi.org/10.1007/s10833-020-09410-2
Folgueiras Bertomeu, P., Luna González, E., & Puig Latorre, G. (2013). Aprendizaje y servicio: estudio del grado de satisfacción de estudiantes universitarios. Revista de Educación, 362, 159-185. https://doi. org/10.4438/1988-592X-RE-2011-362-157
García Villaluenga, L. (2006). Mediación en conflictos familiares. Reus.
García Villaluenga, L., & Vázquez de Castro, E. (2019). Impulso legislativo a la mediación, entre la incertidumbre y la esperanza. Anuario de Mediación y Resolución de Conflictos, 6, 21-32.
HPI School of Design Thinking. (2022). Design Thinking. https://tinyurl.com/22c8rnly
Hadorn, G.H., Hoffmann-Riem, H., Biber-Klemm, S., Grossenbacher-Mansuy, W., Joye, D., Pohl, C., ... & Zemp, E. (Eds.). (2008). Handbook of transdisciplinary research (Vol 10) Springer.
Jones, E., Leask, B., Brandenburg, U., & de Wit, H. (2021). Global Social Responsibility and the Internationalisation of Higher Education for Society. Journal of Studies in International Education, 25(4), 330–347. https:// doi.org/10.1177/10283153211031679
Köppen, E., & Meinel, C. (2015). Empathy via design thinking: creation of sense and knowledge. In H. Plattner, C. Meinel, & L. Leifer, (Eds.). Design thinking research. Berlin: Springer.Design thinking research (pp. 15-28). Springer, Cham. https://tinyurl.com/2xo96nxw
Lafuente, A. & Cancela, M. (2017). Cómo hacer un prototipo. La Aventura de Aprender, Guía Didáctica. EducaLab y Ministerio de Educación, Cultura y Deporte.
Moulaert, F., Cassinari, D., Hillier, J., Miciukiewicz, K., Novy, A., Habersack, S., & MacCallum, D. (2011).
Transdisciplinary Research in Social Polis. Leuven: Social Polis.
Novy, A., Habersack, S., & Schaller, B. (2013). Innovative forms of knowledge production: transdisciplinarity and knowledge alliances. In F. Moulaert, D. MacCallum, A.Mehmood & A Hamdouch (Eds.) The international handbook on social innovation: Collective action, social learning and transdisciplinary research (pp. 430- 441). Edward Elgar Publishing. https://doi.org/10.4337/9781849809993.00052
Pohl, C. and Hirsch Hadorn, G. (2007). Principles for Designing Transdisciplinary Research, Proposed by the Swiss Academies of Arts and Sciences. oekom.
Pilia, C. (2019). Aspectos de la mediación en el ámbito europeo. Reus.
Real Academia Española Diccionario de la lengua española, 23.ª ed., [versión 23.5 en línea]. <https://dle.rae.es> [Junio 2022].
Robson, S., Almeida, J., & Schartner, A. (2017). Internationalization at home: time for review and development? European Journal of Higher Education, 8(1), 19–35. https://doi.org/10.1080/21568235.2017.137669
Santacana, J (2005) Reflexiones en torno al laboratorio escolar en ciencias sociales. Íber: Didadáctica de las Ciencias Sociales, geografía e historia, 43, 7-14. http://hdl.handle.net/11162/85447
Schuerholz-Lehr, S. C. (2007). Internationalizing the higher education curriculum: An emerging model for transforming faculty perspectives. Canadian Journal of Higher Education, 37 (1), 67-94. https://eric. ed.gov/?id=EJ771047
Stokols, D. (2006). Toward a science of transdisciplinary action research. American Journal of Community Psychology, 38, 63-77. https://doi.org/10.1007/s10464-006-9060-5
Stokols, D., Hall, K. L., & Vogel, A.L. (2013). Transdisciplinary public health: definitions, core characteristics, and strategies for success. In D. Haire-Joshu, & T.D. McBride (Eds.) Transdisciplinary public health: research, methods, and practice. (pp. 3-30). Jossey-Bass.
Trencher, G., Yarime, M., McCormick, K., Doll, C., Kraines, S., & Kharrazi, A. (2014). Beyond the Third Mission: Exploring the Emerging University Function of Co-creation for Sustainability. Science and Public Policy, 41(2), 151-179. https://doi.org/10.1093/scipol/sct044
Von Thienen, J., Royalty, A., & Meinel, C. (2017). Design thinking in higher education: How students become dedicated creative problem solvers. In C. Zhou (ED) Handbook of research on creative problem-solving skill development in higher education (pp. 306–328). IGI Global. https://doi.org/10.4018/978-1-5225- 0643-0.ch014
Ziman, J. (2003). Technological innovation as an evolutionary process. Cambridge University Press.
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
