Modifying the Student's Resistance Towards Active Learning with More Active-learning

Abstract

The application of methodological innovations in the teaching of engineering has been promoted and justified for several years now, especially those based on active learning and problem-based learning. However, the adoption of these new methodologies by universities has been slower than expected. Although many of the indicated causes refer to resistance by professors (e.g. a lack of time for implementation), there are also those that are based on resistance by students. In particular, an attitude of distrust is mentioned with regard to these innovations, which normally require greater student participation. However, if the student has been part of passive learning during the majority of his life, how valid is his opinion about a methodology that he does not know?