Summary
Under the premise that training programs have significant influence on students’ beliefs, an interdisciplinary UC research team comprised of Viviana Gómez, María Paz González and Pablo Gutiérrez, developed a methodology to address preconceptions and mobility of beliefs in the teaching practice through an adaptation of Lego® Serious Play®.
The experience is based on a series of challenges involving building abstract concepts with Lego bricks, as part of a game in a safe setting, where students can project and not feel as though they are being judged for their beliefs while reconstructing them through interaction with other students and trainers.
While making change visible, this process also leads to an educational mindset that starts from individual perspectives and moves up to more systemic ones.
Advantages
Different types of beliefs can be addressed, for example, those related to inclusion, migration or interculturality.
Potential Uses
This methodology has been tested in the classroom, showing relevant results regarding the identification of metaphors related to low income schools. This model is being implemented by the early childhood teacher training program in the pedagogy career at the UC Villarrica Campus.
It can be used by undergraduate student teacher training programs and by institutions or foundations working in low income school settings.
Development Status
Validation of components in relevant (simulation) environment.
Opportunities
- Development of pilot initiatives for other relevant topics in education
- Implementation in university level undergraduate training courses.
- Pilot program in Latin America
Research team
- Viviana Gómez, PhD in Psychology and faculty member at the UC Villarrica Campus.
- María Paz González, PhD in Education and faculty member at the UC Villarrica Campus.
- Pablo Gutiérrez, Master’s degree in curriculum development and educational projects and faculty member at the UC Villarrica Campus.
