Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs

Alba Lozano, Roberto López, Fernando J. Pereira and Carolina Blanco Fontao ()
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Alba Lozano: Department of Mining, Topography and Structures, Area of Mining Prospecting and Research, University of Leon, 24007 León, Spain
Roberto López: Department of Applied Chemistry and Physics, Area of Physical Chemistry, University of Leon, 24007 León, Spain
Fernando J. Pereira: Department of Applied Chemistry and Physics, Area of Analytical Chemistry, University of Leon, 24007 León, Spain
Carolina Blanco Fontao: Department of General and Specific Didactics and Theory of Education, Area of Didactics of Experimental Sciences, University of Leon, 24007 León, Spain

IJERPH, 2022, vol. 19, issue 24, 1-17

Abstract: Education for sustainable development (ESD) is a holistic and transformative form of education that seeks action-oriented pedagogy using self-directed learning, participation, and collaboration, among other aspects, and is suitable for developing active methodologies. Since affective-emotional aspects can contribute in the teaching-learning process, this work studies, through a case study, the comparison of the influence of two active methodologies: Cooperative Learning (CL) and Project-Based Learning (PBL) in student emotions and learning processes, as well as their awareness of ESD. For that purpose, a survey was conducted at the fourth secondary level in the science laboratory, subjected to the innovation project e-WORLD, which developed the content of the 7 and 13 Sustainable Development Goals (SDGs) from the 2030 Agenda. Results of ANOVA and Tukey’s tests carried out showed that both methodologies improved skills and knowledge related to climate change and energy, and triggered major positive emotions in students. Furthermore, CL allowed students to acquire more individual and group responsibility than communication skills developed with PBL. It is necessary to continue working on the involvement of students in these methodologies in order to improve their social skills and to reveal life changes towards more socio-sustainable ones.

Keywords: project-based-learning; cooperative learning; sustainability; affordable energy; SDGs; science teaching-learning; education for sustainable development; climate change; emotions (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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