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.

摘要：主动学习（Active Learning）领域的研究已证实，当学生齐聚于具备结构化激励机制的协作环境中共同解决问题时，学习成效可实现最大化。然而，学习管理者在设计与验证教学模型时仍面临诸多挑战，这是由于当前缺乏可用于探究学习环境中社会关系复杂性的方法论体系，导致相关研究存在空白。本文将马里奥·邦格的系统主义（Systemism）适配于教学实践，提出了一款适用于主动学习的方法论工具。研究结果表明，通过应用组成-环境-结构-机制（Composition, Environment, Structure and Mechanism，简称CESM）模型所要求的方法论规则，不仅可提升对教师所构想教学模型的评估客观性，还为该模型的持续优化提供了可能，最终助力参与本案例研究的学生实现认知学习成效的最大化。