Bunge's Systemic Approach as a Methodological Tool for Active Learning

Abstract: Research on Active Learning has been sharing evidence that when students are brought together to solve problems in a cooperative environment with well-structured incentives, learning is maximized. However, there is great challenge for the manager of learning concerning the design and validation of pedagogical models because there is a gap regarding the availability of a methodology to investigate the complexity of social relationships in learning environments. In this paper, a methodological instrument for Active Learning has been proposed, by adapting Mario Bunge's Systemism to pedagogical practice. Results show that, with the application of the methodological rules required by the Composition, Environment, Structure and Mechanism (CESM) model, greater objectivity was obtained in the assessment of the pedagogical model idealized by the teacher as well as the possibility of constant improvement thereof, which contributed to the maximization of the cognitive learning by the students involved in the case study.