Estrategias Docentes para un Aprendizaje Significativo

Source: OAI


La Función Mediadora del Docente y la Intervención Educativa. Constructivismo y Aprendizaje Significativo. La Motivación Escolar y sus Efectos en el Aprendizaje. Aprendizaje Cooperativo y Proceso de Enseñanza. Estrategias de Enseñanza para la Promoción de Aprendizajes Significativos. Constructivismo y Evaluación Psicoeducativa.

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    • "Siguiendo las recomendaciones de Díaz-Barriga y Hernández [8] los recursos instruccionales incluidos en la aplicación RED +iC combinan la repetición y ejercitación reflexiva, evocan conocimientos y experiencias previas obtenidas en las clases teóricas y prácticas, y el uso de ejercicios tipo presentados en varios niveles de complejidad. "
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    ABSTRACT: This paper describes the use of Knowledge Engineering techniques (KE) for modeling concepts related to the topic "Structured Data Types" (SDT). The main motivation is to help in the process of recognition of these structures, a non-trivial process, which depends on attributes listed in the statement of the problem or exercise for a wide variety of static and dynamic SDT. CommonKADS methodology was used to develop the phases of Review of sources and previous experiences, Modeling Context, and Knowledge Modeling to create a Knowledge Base (KB). As representation mechanisms used a semantic network and specification in CML. The main results of the work are are reflected in the model of knowledge gained and its integration into an educational tool call RED +iC, which was used by several groups of students who reported benefits in the process of recognition of Structured Data Types.
    Computing Conference (CLEI), 2013 XXXIX Latin American, Caraballeda, Edo Vargas, Venezuela; 10/2013
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    • "Second, the program provides an integrated pedagogical model, which opens a space for reflection about where the subjects stand today and where they should go. This becomes a first step towards a true integration of these subjects in relation to others [31] and the recognition of the contextual conditions related to the different concepts and practices surrounding critical thinking and teacher formation [32] . Finally, the program has created an integrated curriculum, which takes into account the macro, meso, and micro levels of the educational system. "
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    ABSTRACT: This paper presents the experiences of two professors and three of their students while implementing the use of WebQuests within a preservice English methods component at a Colombian university. Given its inquiry-based nature, WebQuests became a feasible alternative to merge several elements present within the curricular transformation of the English teacher education program, including the emphasis on technology learning, critical thinking, competences, and socio-cultural learning frameworks. The paper will discuss the implementation process from the perspectives of how the instructors devised the component and how the students created their own WebQuests. The paper will also discuss some of the students' reflections about the implementation of the activity and what it means for prospective teachers. Finally, all authors will reflect on the present and future challenges while they continue doing curricular and research work on WebQuest implementation.
    Increasing Student Engagement and Retention using Online Learning Activities: Wikis, Blogs and WebQuests, Edited by Charles Wankel, Patrick Blessinger, 12/2012: chapter 12: pages 291-319; Emerald.
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    • "La investigación parte de la base que los Programas de Estudio, los documentos oficiales de un Ministerio que regulan y norman la enseñanza por medio de un marco curricular nacional, pertenecen -de acuerdo a la teoría curricular-a una esfera de acción designada como la " arena de la formulación " (Lundgren, 1997, p. 21). Sin embargo, entre el plano de la formulación -es decir, en el de los documentos oficialesy lo que ocurre en el aula existen una serie de acciones e instrumentos de mediación que operan como verdaderos filtros, que la mayoría de las veces modifican la propuesta original, entre los que destacan: la pertinencia de las actividades de aprendizaje; la mayor o menor consideración de los libros de texto; el uso dado al lenguaje; la utilización de estrategias con énfasis en la enseñanza o el aprendizaje; el tipo de cogniciones distribuidas entre el estudiantado, etc. (Díaz-Barriga y Hernández, 2005). "
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    ABSTRACT: We report the results of a qualitative piece of research conducted in the Bio-Bio Region of Chile, which aimed at studying how students perceive democracy and human rights when they finished their elementary education. It also looked into how they perceive these topics in their curriculum and in learning activities to which they had been exposed in their History class. Results suggest that, even though both get covered reasonably well, there are big differences across students in terms of assimilation. Although students perceive democracy as a static concept, rigid and stalled in time, most of the time foreign to school experience and which fits in other contexts, they believe human rights are fundamental in order to guarantee justice, freedom of speech, respect to diversity and community life.
    12/2012; 12(1):97-117. DOI:10.5027/psicoperspectivas-Vol12-Issue1-fulltext-230
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