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

Author

Listed:
  • Alba Lozano

    (Department of Mining, Topography and Structures, Area of Mining Prospecting and Research, University of Leon, 24007 León, Spain
    Department of Mineralogy, Petrology and Applied Geology, Faculty of Earth Sciences, University of Barcelona (UB), Martí Franquès s/n, 08028 Barcelona, 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)

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.

Suggested Citation

  • Alba Lozano & Roberto López & Fernando J. Pereira & Carolina Blanco Fontao, 2022. "Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs," IJERPH, MDPI, vol. 19(24), pages 1-17, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16977-:d:1006686
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    References listed on IDEAS

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    1. Sergio Rivera-Pérez & Benito León-del-Barco & Javier Fernandez-Rio & Jerónimo J. González-Bernal & Damián Iglesias Gallego, 2020. "Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages," IJERPH, MDPI, vol. 17(14), pages 1-11, July.
    2. Antonio L. González-Gómez & David P. Farrington & Vicente J. Llorent, 2021. "Descriptive and Quasi-Experimental Studies about Moral Emotions, Online Empathy, Anger Management, and Their Relations with Key Competencies in Primary Education," IJERPH, MDPI, vol. 18(21), pages 1-16, November.
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