Mixing Learning by Doing and Learning for Understanding in Ecuadorian Classrooms

Main Article Content

Mario Fabricio Ayala-Pazmiño
Jaime Roberto Pizarro-Velastegui

Abstract

This article examines the potential benefits of combining Learning by Doing and Learning for Understanding approaches in Ecuadorian classrooms. Learning by Doing emphasizes hands-on, experiential learning while Learning for Understanding focuses on deepening students' understanding of concepts through inquiry and reflection. By combining these approaches, students can gain practical skills and a deeper understanding of the subject matter. This article draws on existing research on Learning by Doing and Learning for Understanding to explore how these approaches can be integrated into Ecuadorian classrooms. The article describes a study that investigates implementing these approaches in an Ecuadorian high school, using a combination of pre and post-tests and interviews with students and teachers. The study results suggest that combining Learning by Doing and Learning for Understanding can improve student engagement and achievement and more positive teacher attitudes toward teaching. The article concludes by discussing the implications of these findings for implementing these approaches in Ecuadorian classrooms and highlighting areas for future research. Overall, this article argues that combining Learning by Doing and Learning for Understanding can offer a powerful educational approach that can benefit both students and teachers in Ecuadorian classrooms and highlights areas for future research.

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How to Cite
Ayala-Pazmiño, M., & Pizarro-Velastegui , J. . (2023). Mixing Learning by Doing and Learning for Understanding in Ecuadorian Classrooms. 593 Digital Publisher CEIT, 8(3), 620-627. https://doi.org/10.33386/593dp.2023.3.1805
Section
Education
Author Biographies

Mario Fabricio Ayala-Pazmiño, Universidad del Pacífico - Ecuador

http://orcid.org/0000-0002-3344-8931

Tiene títulos en Informática, Administración de Empresas, Ciencias de la Educación, y recibió su PhD en Educación de la Universidad de Melbourne en Melbourne, Australia, en el 2018, con su mayor concentración de estudio en la enseñanza y aprendizaje de idiomas extranjeros, pedagogía, gestión educativa, y educación superior. Es educador y tiene experiencia como Coordinador Académico. Su experiencia previa también incluye trabajar como jefe de área de Humanidades y Comunidad y Servicio. Fue profesor en la Universidad Monash en Melbourne, Australia, en la Universidad de Las Américas en Quito, y en la Universidad de Guayaquil. El Dr. Ayala es miembro de la Asociación de Docentes de Estudios Hispánicos de la Universidad Monash, Australia. 

Jaime Roberto Pizarro-Velastegui , Universidad de Guayaquil - Ecuador

https://orcid.org/0000-0003-0558-8184

Tiene título en Ciencias de la Educación y maestría en TEFL de la ESPOL. Adicionalmente tiene estudios de desarrollo profesional de Cambridge como ICELT y Train the Trainer relacionados con la enseñanza de inglés, planificación, y capacitador de docentes. Es educador y tiene experiencia como director de inglés, coordinador, docente en la carrera de Pedagogía de los Idiomas Nacionales y Extranjeros. Es docente de la maestría de inglés (M. TEFL) en ESPOL, y examinador de exámenes internacionales de Cambridge. Ha sido docente de varias universidades como ESPOL, Universidad de Guayaquil, y Politécnica Salesiana. 

 

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