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Nomenclatura Unesco > (58) Pedagogía

Mostrando recursos 181 - 200 de 17,102

181. Reflective practice in primary science: Our journey - Soomathy Veeraya; Razlee Mohd Bidin; Waheedah Ismail
This paper presents the role of self- and peer- reflection for professional development in primary science. Building on Schon’s (1987) ideas of reflection-on-action and reflection-in-action, we propose how a space for professional dialogue among school teachers for professional development in science pedagogies in primary schools can be developed. WebDiver, a web-based video discussion system, was used as a mediating tool. Videos of lessons from a unit of work were uploaded into WebDiver and we commented on our own practices and that of our peers. These comments and the process of carrying out reflection are analyzed in this paper. Using narratives...

182. How Three Prospective Teachers Construed Three Cases Teaching - Linda M. Anderson; Tom Bird
purposes including illustration of theoretical principles, providing precedents for practices, posing moral or ethical dilemmas, modeling "thinking like a teacher", and providing alternative images of practice, but there is little evidence showing that case-based approaches to teacher education work better than alternative pedagogies (L. Shulman, 1992). There are few studies even describing what and how teachers learn from cases (Sykes & Bird, 1992). The study reported here is a case study of the use of cases in a teacher education course, comparing the responses of three prospective teachers to three cases of teaching. The teacher educator used the three cases...

183. Utiliza????o de recursos multim??dia na educa????o : inova????o ou tradi????o? - Bento, Marco; Lencastre, Jos?? Alberto
O presente artigo apresenta a etapa explorato??ria de um estudo em que analisamos quatro entrevistas realizadas a professores do 1.o Ciclo do Ensino Ba??sico sobre a utilizac??a??o das Tecnologias de Informac??a??o e Comunicac??a??o (TIC) em contexto de ensino e aprendizagem. Teve como objetivos conhecer (i) as suas opinio??es sobre a existe??ncia de dificuldades de aprendizagem na a??rea de Portugue??s ??? Interpretac??a??o Textual nos alunos do 4.o ano de escolaridade, (ii) averiguar qual o uso do computador e/ou recursos multime??dia nas suas pra??ticas pedago??gicas de sala de aula, (iii) compreender em que atividades utilizam o computador e/ou os recursos multime??dia e...

184. Pour une pédagogie de la reconnaissance. Le programme de recherche Quart-Monde-Université - Havelange, Carl
Peer reviewed

185. ICAD’98 A Pedagogy of Creative Thinking based on Sonification of Visual Structures and Visualization of Aural Structures - Eric Somers
This paper describes two related pedagogies for design education – one for teaching visual design and the other for teaching sound composition – in which the symbols and organizational principles of aural experience are transformed to the visual domain and vice versa. The purpose of the pedagogies is to develop in the student the ability to visualize and auralize from direct observation as an alternative to copying and modifying existing designs. The paper begins with a discussion of visual and aural perception and their relationship to thinking and imagination. The author then describes the use of semiotic transformation in teaching...

186. ALTERNATIVE EDUCATIONAL FUTURES: PEDAGOGIES FOR EMERGENT WORLDS - Marcus Bussey; Sohail Inayatullah; Ivana Milojević; Marcus Bussey; Sohail Inayatullah

187. Articles Pedagogies of Engagement in Science A COMPARISON OF PBL, POGIL, AND PLTL* - Pratibha Varma-nelson; Harold B. White
Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are stu-dent-centered, active-learning pedagogies commonly used in science education. The characteristic fea-tures of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their particular situation.

188. Teaching and Learning in Wallenberg Hall’s Experimental Classrooms - Sabine Hoidn
Abstract: In the age of telecommunications and multimedia, university teaching and learning occurs more and more in technology-enhanced environments. Scanning the cur-rent research landscape it is clear that the development of innovative pedagogies lags be-hind the progression of new technologies. Starting from a literature review, the authors investigate educational practices by analyzing two classes of a videotaped course con-ducted in one of the high performance classrooms at Stanford University to explore new ways of teaching and learning utilizing state-of-the-art technology. The study shows how technology-enhanced learning environments can be utilized to facilitate learning in activ-ity. 21 Purpose and Context of...

189. Evaluating Practice-based Learning and Teaching in Art and Design. Paper presented at the The Inquiring Pedagogies (iPED) Research Network Conference. Retrieved from http://www.arts.ac.uk/docs/cltad_pedrespapshreevesims.pdf [Accessed: 2 Dec 2010 - Ellen Sims; Alison Shreeve; Ellen Sims; Alison Shreeve

190. Paul Revere in the Science Lab: Integrating Humanities and Engineering Pedagogies to Develop Skills in Contextual Understanding and Self-Directed Learning - Robert Martello
ABET, ASEE, and the wider engineering community have long acknowledged the potential benefits of interdisciplinary education, including the opportunity to develop non-technical skills such as communication and teamwork while cultivating a broader awareness of the ethical, societal, historical, and environmental impacts of engineering work. Instructors have encountered many challenges in planning and implementing integrated courses, such as the difficulty of coordinating the teaching methods, content, and learning objectives of different academic disciplines in a finite and already overcrowded curriculum. This paper presents the goals, design approach, implementation, and selected outcomes of one integrated project-based course (using Paul Revere and other...

191. Pedagogies in action: The role of mathematics teachers’ professional routines. Paper presented at the Symposium on the Occasion of the 100 th Anniversary of - Bettina Rösken; Klaus Hoechsmann; Günter Törner
Abstract: During the last eight years, in the context of ‚mathematical literacy ’ as proclaimed by the OECD (2003), TIMSS and PISA have led to an intensive discussion in Germany about the concept of learners ’ competency, thereby opening the question of its dual for teachers. Attempts at constructing the latter have mainly built on the early seminal work of Shulmann (1986) and Bromme (1994, 1995, 1997). The authors believe that the theorizing around this concept, by not paying sufficient attention to teachers ’ professional action schemes (cf. Tenorth, 2006), has unduly pushed certain aspects of their scope of action...

192. Game Development and Play for Enhancing Literacy By - Natalia Sinitskaya Ronda; Ron Owston; Maya Goldstein; Razika Sanoui
Gaming in French ii This study investigated the use of advanced gaming environments in developing literacy in French. Two environments were used in this study – a web-based game shell, and an advanced videoconferencing environment ENJEUX-S. Two grade 6 classes were observed while they engaged in game development and play. In each class students were creating games on the topic of their interest in groups of 2 or 3. As a culminating activity, students in one class played against each other using the videoconferencing environment. The findings suggest that advanced gaming environments can serve as successful vehicles for developing French-language...

193. A Model for Quantifying Student Learning Via Repeated Writing Assignments and Discussions - Thomas Lauer; Jon Hendrix
In this study, we assessed small and large group discussions and repeated writing assignments with the intent to objectively measure the values of these learning pedagogies. We crafted a model where students researched a question, formulated a written answer, discussed it with their peers, and revised their answers. Then, we did it with repetition to provide practice and experience. Improvements in understanding due to discussions were measured at 12%, while improvements of writing skills increased 29 % during the course of the semester. Because we carefully structured the methodology and intent of the assignments, we suggest the assessment data could...

194. Authorizing students‘ perspectives: Toward trust, dialogue, and change in education - Alison Cook-sather
This article argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational pol-icy and practice: students. The argument for authorizing student per-spectives runs counter to U.S. reform efforts, which have been based on adults ' ideas about the conceptualization and practice of educa-tion. This article outlines and critiques a variety of recent attempts to listen to students, including constructivist and critical pedagogies, postmodern and poststructural feminisms, educational researchers' and social critics ' work, and recent developments in the medical and legal realms, almost all of which continue to unfold within and rein-force...

195. $rec.titulo - Fernández Montalvo, Javier; Profesor Titular del Departamento de Psicología y Pedagogía de la Universidad Pública de Navarra; Peñalva Vélez, María Alicia; Profesora Contratada Doctora del Departamento de Psicología y Pedagogía de la Universidad Pública de Navarra; Irazabal, Itziar; Psicóloga y Orientadora Escolar del Departamento de Educación del Gobierno de Navarra

196. Tribus educadoras - Lozano Escobar, Javier Orlando
En este artículo exponemos algunos conceptos y teoría con los que abordar el estudio de algunos grupos juveniles comprometidos en educación. Estos grupos son definidos aquí como “tribus educadoras”. La construcción de este concepto se aborda a partir de otros conceptos previos, desde la noción “grupo juvenil” de la dinámica de grupos latinoamericana, hasta la teoría de las comunidades de práctica y los diseños de aprendizaje de Ettiene Wenger (2001). Se pretende generar un concepto de frontera entre las ciencias sociales y la pedagogía, que describa la realidad de ciertos grupos de jóvenes educadores pero también que permita hacer un...

197. Desarrollo de habilidades de observación en estudiantes de pedagogía: resultados de una intervención piloto basada en el uso de la Videoteca de Buenas Prácticas Docentes. - Müller, Magdalena; Calcagni, Elisa; Grau, Valeska; Preiss, David; Volante Beach, Paulo

198. Produção científica Brasileira da Pedagogia do Esporte sobre o handebol - Navarro, Antonio Coppi

199. Aula de futebol: Pedagogia do esporte tradicional x novas tendências em pedagogia do esporte na visão do aluno - Heim Espitalher, Leonardo; Navarro, Antonio Coppi

200. Comparação entre a metodologia de abordagem sistêmica e a metodologia tecnicista: razões para promover o processo de ensino aprendizagem dos JECs através de jogos - A. Serpa Filgueiras, Luiz Fernando

 

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