Relevant bibliographies by topics / Socratisme

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Socratisme'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Socratisme"

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Tirvaudey, Robert. "Anti-socratisme et anti-métaphysique chez Nietzsche." L’enseignement philosophique 61e Année, no. 2 (2011): 12–41. http://dx.doi.org/10.3917/eph.612.0012.

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Renaud, François. "La connaissance de soi dans l’Alcibiade majeur et le commentaire d’Olympiodore." Articles spéciaux 65, no. 2 (2009): 363–78. http://dx.doi.org/10.7202/038407ar.

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Résumé L’authenticité de l’Alcibiade majeur est depuis le xixe siècle souvent remise en cause ; on y voit notamment un mélange incongru de socratisme et de platonisme. Inséparable du débat sur l’authenticité du dialogue, l’étude du passage clé sur la connaissance de soi (127e-133c, en particulier 132c-133c) est confrontée à deux interprétations opposées, habituellement estimées irréconciliables, soit les lectures théocentrique et anthropocentrique. Le commentaire d’Olympiodore a le mérite d’unir habilement, à la lumière du contexte dramatique, les dimensions « érotique » et « démonique » des activités pédagogiques de Socrate et par là de concilier ces deux lectures.
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Lecuit, Jean-Baptiste. "Le lien paradoxal entre connaissance de soi et relation à Dieu. Actualité du « socratisme chrétien »." Teresianum 69, no. 2 (2018): 313–43. http://dx.doi.org/10.1484/j.ter.5.116705.

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Duhamel, Jérémie. "Le socratisme de Montaigne, Thierry Gontier et Suzel Mayer (dir.), Éditions Classiques Garnier, Paris, 2010, 397 pages." Canadian Journal of Political Science 44, no. 3 (2011): 733–37. http://dx.doi.org/10.1017/s0008423911000576.

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Swinkels, J. A. "Evidence Based psychiatrie in de algemene praktijk." Acta Neuropsychiatrica 10, no. 4 (1998): 3–4. http://dx.doi.org/10.1017/s0924270800036474.

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‘Klinische ervaring is onmisbaar, maar verraderlijk’, Stelde de Amsterdamse psychiater dr J.A. Swinkels in zijn inleiding over ‘evidence based’ psychiatrie (EBP). Hij typeerde de houding van de moderne psychiater als ‘socratisch’: voortdurend worden vragen gesteld, waarbij men niet te snel tevreden is met een antwoord. De oude denkwijze noemde hij ‘hippocratisch’: op autoriteit en klinische ervaring gebaseerd, met een overschatting van de inzichten in de Pathogenese. Hij hield een warm pleidooi voor de socratische houding, waarbij hij de inhoudelijke, pragmatische en emotionele bezwaren tegen EBP niet uit de wegging.
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Nikula, Antti. "Workshop: iPads in Upper Secondary School Chemistry Education." Lumat: International Journal of Math, Science and Technology Education 2, no. 2 (2014): 135–39. http://dx.doi.org/10.31129/lumat.v2i2.1063.

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At the workshop arranged at the National Days of Chemical Education the participants had an opportunity to try out various Ipad apps and methods for utilizing them in chemistry education. The themes were based on the apps used during chemistry teacher education course arranged by the department of chemistry and methods developed on the teacher training school at the University of Jyväskylä. The apps used included Socrative Student, Google Drive, Graphical Analysis, ChemDoodle ja QR-reader. Out of these Socratice, which collects students answers to questions created by the teacher, was considered easy-to-use and the most useful by the participants. The participants also felt, that the workshop had improved their image of IPads as learning tools.
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Orwin, Clifford. "Rousseau's Socratism." Journal of Politics 60, no. 1 (1998): 174–87. http://dx.doi.org/10.2307/2648006.

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Merrill, Thomas. "Hume's Socratism." Review of Politics 77, no. 1 (2015): 23–45. http://dx.doi.org/10.1017/s0034670514000825.

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AbstractHume's famous “Conclusion” to Book I of the Treatise of Human Nature has been an enduring source of interest and controversy to scholars, with some going so far as to argue that the Treatise is inconsistent. Yet in the opening pages of the book Hume makes an odd, rarely noticed allusion to Socrates that helps explain the “Conclusion.” This article argues that the “Conclusion” is Hume's version of calling philosophy down from the heavens, establishing it in the cities, and compelling to inquire into morality and human affairs. Recognizing Hume's Socratic allusion focuses our attention on the centrality of moral and political topics to his mature thought and sheds light on the character of his skepticism. Far from being a confession of despair, Hume's skeptical crisis is an argument for a new conception of philosophy that takes self-knowledge as the indispensable condition of philosophizing about anything.
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Dionne, Valerie. "Thierry Gontier and Suzel Mayer, eds. Le Socratisme de Montaigne. Études montaignistes 58. Paris: Éditions Classiques Garnier, 2010. 398 pp. index. illus. bibl. €49. ISBN: 978–2–8124–0181–7." Renaissance Quarterly 64, no. 3 (2011): 942–43. http://dx.doi.org/10.1086/662894.

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Miller, Kimberly. "Socrative." Charleston Advisor 15, no. 4 (2014): 42–45. http://dx.doi.org/10.5260/chara.15.4.42.

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Dissertations / Theses on the topic "Socratisme"

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Provencher, Martin. "Nietzsche contre le socratisme grec et christianisé." Mémoire, Université de Sherbrooke, 1993. http://hdl.handle.net/11143/7885.

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Ouellette, Patrick. "Socratisme et démocratie athénienne : un rapport de désengagement." Mémoire, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/11578.

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Ce mémoire veut rendre compte de la relation qu’entretient le Socrate historique avec la cité athénienne en tentant de dégager des témoignages de Platon, de Xénophon et d’Aristophane une pensée politique propre au personnage historique. Notre hypothèse consiste à affirmer que la philosophie socratique s’oppose aux valeurs du régime démocratique athénien dans la mesure où elle recherche l’excellence de l’âme. Constatant que les conditions nécessaires pour obtenir le meilleur jugement politique se font absentes de l’espace public démocratique, Socrate prône un désengagement des citoyens par rapport aux affaires publiques de leur cité. Nous défendons donc l’idée selon laquelle la pensée politique du Socrate de l’histoire peut se comprendre comme un « désengagement » politique puisque Socrate ne détient pas la science politique (vertu-science) et s’oppose à la conception de l’intérêt personnel que promeut sa cité.
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Qi, Zhaoyuan. "Le socratisme en Chine et la recherche comparative entre la philosophie morale de Socrate et celle de Confucius." Thesis, Limoges, 2014. http://www.theses.fr/2014LIMO0011.

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Cette thèse a pour objectif de s'intéresser aux deux questions suivantes : le socratisme en Chine depuis le tournant du XXe siècle et la comparaison entre la philosophie morale de Socrate et celle de Confucius. Nous entamons notre étude en exposant d'abord laconiquement les échanges sino-occidentaux dont le socratisme en Chine fait partie. Dans les chapitres suivants de la première partie, nous étudions systématiquement quatre aspects de ce problème sous un angle historique : l'introduction, la traduction, la réception et l'influence parmi lesquelles la dernière joue un rôle primordial. Ensuite, nous faisons une recherche comparative sur les philosophies morales de ces deux maîtres, surtout sur les notions clefs de leurs doctrines : le Bien et le ren. Après avoir présenté les contextes historiques où sont nés le socratisme et le confucianisme, nous explorons de manière approfondie l'essence et le point de départ de leur philosophie morale ainsi que la voie pour accéder à l'humanité. De ce que nous analysons, on peut déduire que ce sont l'humanité et la vertu que Socrate et Confucius s'efforcent de poursuivre pendant toute leur vie<br>This thesis aims to be interested in the following two questions : the socratism in China since the twentieth century and the comparison between the moral philosophy of Socrates and that of Confucius. We begin the research at first in presenting laconically the sino-occidental exchanges, of which the socratism forms a part. In the following chapters of Part One, we systematically study the four aspects of the problem from a historical perspective : introduction, translation, reception and influence, among which the last one plays a primordial role. Subsequently, we make a comparative research on the moral philosophies of the two masters, in particular the key concepts of their doctrines : the Good and the ren. After presenting the historical contexts where the socratism and the confucianism have been established, we explore in depth the essence and the starting point of their moral philosophy as well as the way toward achievement of the humanity. Based on ouranalyses, we can deduce that the humanity and the virtue are what Socrates and Confucius endeavoured to pursue throughout their lives
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Bellei, Alexandre Augusto. "O crepúsculo da tragédia: arte e platonismo na obra do jovem Nietzsche." Universidade Estadual do Oeste do Parana, 2007. http://tede.unioeste.br:8080/tede/handle/tede/2063.

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Made available in DSpace on 2017-07-10T18:26:08Z (GMT). No. of bitstreams: 1 Dissertacao Alexandre Augusto Bellei.pdf: 710329 bytes, checksum: d314819c6e25af613a4a700cd683e338 (MD5) Previous issue date: 2007-06-22<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>On examine l oeuvre du jeune Nietzsche, spécialement La naissance de la tragédie, à la recherche de la compréhension de ses fondements critiques en relation à la pensée occidentale, marquée, fondamentalement, par l influx du platonisme. Pour la collecte de données, on utilise la recherche dans les oeuvres de la jeunesse nietzschienne et aussi dans les oeuvres de Richard Wagner, Arthur Schopenhauer et Platon. On indique comme résultats principaux : a) les influences de Schopenhauer et Wagner dans la théorie esthétique de Nietzsche, basée sur les impulsions apolliniennes e dionysiaques des arts; b) la théorisation esthétique de Nietzsche comme consolation métaphysique de la vie; c) la relation antipodique entre la métaphysique esthétique de Nietzsche et la critique des arts selon Platon; d) le platonisme, vu à partir de la survalorisation de la pensée logico-scientifique, au détriment des expériences émotives de l art; e) la relativisation de la vérité dans l esthétique nietzschienne<br>Investiga a obra filosófica do jovem Nietzsche, especialmente O nascimento da tragédia, na busca da compreensão de seus fundamentos críticos em relação ao pensamento ocidental, marcado, fundamentalmente, pelo influxo do platonismo. Para a coleta de dados, utiliza-se pesquisa nas obras da juventude nietzschiana como também nas obras de Richard Wagner, Arthur Schopenhauer e Platão. Aponta como principais resultados: a) as influências de Schopenhauer e Wagner na teoria estética de Nietzsche, baseada nos impulsos apolíneo e dionisíaco das artes; b) a teorização estética de Nietzsche enquanto consolo metafísico para a vida; c) a relação antipódica entre a metafísica estética de Nietzsche e a crítica das artes segundo Platão; d) o platonismo, visto a partir da sobrevalorização do pensamento lógico-científico, em detrimento das vivências emotivas da arte; c) a relativização da verdade dentro da estética nietzschiana
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Carneiro, Oscar de Lira. "Aprender é recordar: conhecimento e aprendizagem por reminiscência no Mênon de Platão." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8143/tde-23112009-145646/.

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A investigação das condições para aquisição do conhecimento pela rememoração, sobretudo quando a mesma é resultado da aprendizagem graças à interação de um indivíduo com um mestre, constitui-se no objeto desta tese que parte da demonstração do aprendizado alcançado por um escravo que, não obstante sem formação intelectual formal própria às crianças e jovens na Grécia clássica, interrogado por Sócrates conforme exposição dramatizada apresentada por Platão na parte central do diálogo Mênon, resolve um problema, cuja solução exigiria o conhecimento do teorema de Pitágoras. Diferencia-se esta abordagem das estritamente filosóficas pelo enfoque dado à língua grega, desvelando elementos semânticos para uma compreensão mais ampla da consagrada expressão inatista Aprender é recordar, construída em delicado olhar de resgate de metáforas, vocábulos e expressões intencional e magistralmente escritas por Platão, cujo entendimento só se tornou possível pela leitura e análise do texto original do citado diálogo e cotejo com traduções modernas. A estruturação do Mênon, as relações entre anamnese e ensino-aprendizagem, os fundamentos mito-poético-religiosos da reminiscência e o choque entre a paidéia sustentada pela dialética socrático-platônica e a paidéia sofística assumida por Mênon, personagem-título do diálogo, bem como a análise quanto a sustentabilidade da hipótese de existência de um magistério socrático, seus fundamentos epistemológicos, sua didática processual metaforicamente expressa por Platão no Mênon como caminhada e a analogia entre anamnese e maiuêtica.<br>The investigation conditions concerning knowledge acquisition by recollection, above all, when learning resulted by the interaction with a master, it is constituted in this thesis object that departures from the demonstration of a learning reached by a slave without formal intellectual formation inherent to the children and young in classic Greece, interrogated by Socrates as a dramatized exhibition presented by Plato in the main part of the dialogue Meno, solving a problem whose solution would demand Pitagoras theorem awareness. This approach differentiates from strictly philosophical focused on Greek language, discovering semantic elements in a wider understanding of the consecrated expression inatist \"Learning is to remember\", constructed in delicate look at metaphors rescue, glosses and intentional expressions masterfully written by Plato, whose understanding only became possible by the reading and analysis of the original text of the mentioned dialogue and its comparison with modern translations. Meno structuring relationships among anamneses and teaching-learning, myth-poetic-religious foundations of the reminiscence and the shock among the paideia sustained by the Socratic-platonic dialectical and the sophistic paideia supported by Meno the dialogue main character, well as its analysis as the existence hypothesis sustainability Socratic teaching, its epistemological foundations, its procedural didacticism metaphorically expressed by Plato in Meno as walk and analogy between anamneses and maiuetic.
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Trottmann, Christian. "Bernard de Clairvaux et la philosophie des Cisterciens du XIIe siècle." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAK003.

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La première partie présente un Bernard de Clairvaux Philosophe. Fleuron du socratisme Chrétien il lui donne une inflexion marquant le primat de l’humilité (Ch. I), le détour nécessaire par la charité (Ch. II) avant de parvenir à la contemplation (Ch. IV). Entre ces deux points d’inflexion, un chapitre développe le rôle central pour lui du libre arbitre et celui de la conscience (Ch. III). La deuxième partie recherche la présence ou non de ces caractéristiques chez trois cisterciens parmi les plus proches de Bernard : Aelred de Rievaulx, Guerric d’Igny, Geoffroy d’Auxerre (Ch. I). Puis (Ch. II) elle examine trois auteurs cisterciens parmi les plus philosophes du XIIe siècle : Isaac de l’Étoile, Garnier de Rochefort et Hélinand de Froidmont. Enfin, elle en vient à trois auteurs qualifiés de "satellites" : Guillaume de Saint-Thierry, Alain de Lille et Joachim de Flore<br>In the first part, Bernard of Clairvaux is considered as a philosopher. Jewel of Christian socratism, he gives it a new orientation, first insisting on humility (Ch. I), then on the necessary bend of charity (Ch. II), before reaching contemplation (Ch. IV). In the midst Ch. III develops the central part played by freewill in his system and that of conscience. The second part checks the presence or not of these philosophic views, first in the works of three Cistercians among the closest to Bernard: Aelred of Rievaulx, Guerric of Igny, and Geoffroy of Auxerre (Ch. I). Then Ch. II’s focus is on three among the most philosophic authors of the Order: Isaac of Stella, Garnier of Rochefort, and Hélinand of Froidmont. Finally, it comes to three "satellites»: Guillaume of Saint-Thierry, Alain of Lille, Joachim of Fiore
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Partenie, Catalin D. "Plato's hypothetical dialectic." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341989.

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Borkowski, Josef-Friedrich. "Socratis quae feruntur epistolae : Edition, Übersetzung, Kommentar /." Stuttgart : B. G. Teubner, 1997. http://catalogue.bnf.fr/ark:/12148/cb370976236.

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Bergeron, Jean-François. "Nietzsche : majestueux petit silène socratique ou Socrate éducateur de Nietzsche." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27474/27474.pdf.

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Émond, Steeve. "La théorie socratique de l'allégorie de la caverne selon "La république" de Platon." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq33630.pdf.

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Books on the topic "Socratisme"

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Le socratisme de Montaigne. Classiques Garnier, 2010.

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Interpretazioni socratiche. 2nd ed. Marsilio, 2000.

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Robledo, Antonio Gómez. Sócrates y el socratismo. 2nd ed. Fondo de Cultura Económica, 1988.

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Le dialogue socratique. Les Belles lettres, 2011.

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Rossetti, Livio. Le dialogue socratique. Les Belles lettres, 2011.

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Frappier, Georges. La méthode socratique. Le Griffon d'argile, 1994.

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Voltaire. L'amour nommé socratique. C. Courouve, 1999.

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Borkowski, Josef-Friedrich. Socratis quae feruntur epistolae. Vieweg+Teubner Verlag, 1997. http://dx.doi.org/10.1007/978-3-663-12364-4.

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Gorzkowski, Albert. Zagadki demonologii: Demon Socratis Łukasza Górnickiego. Universitas, 1995.

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El proceso de Sócrates: Sócrates y la transposición del socratismo. Editorial Trotta, 1998.

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Book chapters on the topic "Socratisme"

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Rosen, Ralph M. "Socratism in Galen’s psychological works." In Beiträge zur Altertumskunde. Walter de Gruyter, 2009. http://dx.doi.org/10.1515/9783110216493.155.

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Kazantzis, N., F. M. Dattilio, and K. S. Dobson. "Socratische dialoog en geleide ontdekking." In De therapeutische relatie bij cognitieve gedragstherapie. Bohn Stafleu van Loghum, 2019. http://dx.doi.org/10.1007/978-90-368-2245-9_5.

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Borkowski, Josef-Friedrich. "Literaturverzeichnis." In Socratis quae feruntur epistolae. Vieweg+Teubner Verlag, 1997. http://dx.doi.org/10.1007/978-3-663-12364-4_1.

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Borkowski, Josef-Friedrich. "Einführung." In Socratis quae feruntur epistolae. Vieweg+Teubner Verlag, 1997. http://dx.doi.org/10.1007/978-3-663-12364-4_2.

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Borkowski, Josef-Friedrich. "Analyse der Briefe." In Socratis quae feruntur epistolae. Vieweg+Teubner Verlag, 1997. http://dx.doi.org/10.1007/978-3-663-12364-4_3.

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Borkowski, Josef-Friedrich. "Untersuchungen zur Überlieferungsgeschichte." In Socratis quae feruntur epistolae. Vieweg+Teubner Verlag, 1997. http://dx.doi.org/10.1007/978-3-663-12364-4_4.

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Borkowski, Josef-Friedrich. "Edition." In Socratis quae feruntur epistolae. Vieweg+Teubner Verlag, 1997. http://dx.doi.org/10.1007/978-3-663-12364-4_5.

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Borkowski, Josef-Friedrich. "Kommentar." In Socratis quae feruntur epistolae. Vieweg+Teubner Verlag, 1997. http://dx.doi.org/10.1007/978-3-663-12364-4_6.

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McIlwain, David. "Leo Strauss and Socratism After Nietzsche and Heidegger." In Recovering Political Philosophy. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13381-8_8.

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Donini, Pierluigi. "Tra Academia e pitagorismo. Il platonismo nel De genio Socratis di Plutarco." In Monothéismes et Philosophie. Brepols Publishers, 2007. http://dx.doi.org/10.1484/m.mon-eb.4.00039.

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Conference papers on the topic "Socratisme"

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Tretinjak, M. Filipovic, A. Bednjanec, and M. Tretinjak. "Interactive teaching with Socrative." In 2015 38th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2015. http://dx.doi.org/10.1109/mipro.2015.7160391.

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Baños-Caballero, Sonia, Pedro Juan García-Teruel, and Pedro Martínez-Solano. "USING SOCRATIVE ON A FINANCIAL MANAGEMENT COURSE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1589.

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Benediktova, Lenka. "SOCRATIVE APP IN NATURAL SCIENCES ON ELEMENTARY SCHOOLS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0627.

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Chagas, Laura, Ana Pires, and Sónia Pais. "KAHOOT! AND SOCRATIVE IN HIGHER EDUCATION: A COMPARATIVE STUDY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1766.

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Cardona, Fernando, and Lorena Atarés-Huerta. "Ludificación (gamification) y exámenes on-line como elemento dinamizador y motivador del estudio." In INNODOCT 2018. Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8820.

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La ludificación (gamification) se utiliza con frecuencia como elemento motivador y dinamizador en el aula, permitiendo introducir actividades recreativas durante la lección magistral. En general es bien aceptada por los alumnos, y permite introducir y asentar conceptos complejos de manera amena. En este trabajo se utilizó Socrative para realizar los cuestionarios de repaso de los conceptos teóricos, que se realizaban ya anteriormente en el aula, dando además el feedback al estudiante inmediatamente (proporcionándole la respuesta correcta, una pequeña explicación, y la calificación obtenida). Además, el examen de teoría se realizó on-line utilizando la herramienta correspondiente en la plataforma de la Universitat Politècnica de València (Poliformat). Los resultados académicos muestran que las calificaciones mejoran en los estudiantes que realizan los cuestionarios con Socrative en clase, probablemente debido a que la evaluación formativa y gamificada mejora la asimilación de los conceptos teóricos. Sin embargo, los resultados no son estadísticamente significativos. Las encuestas realizadas muestran además que a los alumnos en general les gustan estas dos actividades, están de acuerdo con su diseño, y perciben que contribuyen de forma importante a su aprendizaje y sus calificaciones. Sin embargo, se observó que son necesarias algunas modificaciones para facilitar la aplicación de esta mejora por parte del profesorado. En cuanto al uso de Socrative, una dificultad observada es que la corrección de los cuestionarios resulta demasiado tediosa para el profesor en la versión gratuita de Socrative. Además, los alumnos plantean la posibilidad de hacer los cuestionarios incluso fuera de los horarios de clase, por lo que parece apropiado introducir ciertas modificaciones. En cuanto a los exámenes on-line, la principal dificultad reside en impedir que los alumnos copien de los compañeros o de la web, por lo que se han buscado herramientas para solventarlo. Basándonos en esta experiencia se proponen algunas modificaciones de estas actividades.
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Roger, Sandra, Maximo Cobos, Miguel Arevalillo-Herráez, and Miguel García-Pineda. "Combinación de cuestionarios simples y gamificados utilizando gestores de participación en el aula: experiencia y percepción del alumnado." In IN-RED 2017: III Congreso Nacional de Innovación Educativa y Docencia en Red. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/inred2017.2017.6746.

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En los últimos años y gracias a la utilización masiva de dispositivos móviles,han proliferado múltiples aplicaciones para la gestion de la participación del alumnado en el aula. Específicamente, Socrative, permite ellanzamiento por el profesor de cuestionarios de opción múltiple en modosimple o en modo gamicado (carrera espacial), fomentando así el juegoy la competitividad. En este trabajo se describe la experiencia obtenidamediante la combinación de ambos modos en una asignatura de Grado yotra de Máster. Los resultados obtenidos as como la percepcion del alumnadoindican que los alumnos se ven altamente motivados por este tipo deherramientas, si bien existen diferencias importantes en ambos modos deutilizacion que conviene tener presentes en el diseño de la actividad.Keywords: gamificación, gestor de participación, Socrative.
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Wood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.

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In second language teaching and learning the building of trust relationships and the creation of a mutually supportive atmosphere can be fundamental: It is well recognized that affective concerns, such as anxiety and communication apprehension, are more salient in the language classroom (Hernández &amp;amp; Rankin, 2015). Practitioners have long been aware of the importance of reducing learner anxiety and one way that has been shown to be effective is motivation (Gardner, 1985). This paper will consider how the use of the smart personal response system Socrative can help address learner anxiety, foster motivation and encourage participation. It will examine theoretical approaches to foreign language anxiety, as well as reviewing motivational factors in language learning. It will also present qualitative evaluations of using Socrative in the third-level language classroom in both small and larger group settings. The introduction of Socrative has thus far yielded encouraging results, increasing student engagement, promoting interaction, L2 production and more effective learning, alongside a more comprehensive evaluation of student understanding and knowledge retention. As regards its effectiveness in addressing FLA, initial qualitative results suggest that it can be an effective tool in helping to foster a mutually supportive identity and a low-anxiety atmosphere in the classroom.
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Bel-Oms, Inmaculada, and José Ramón Segarra-Moliner. "THE INFLUENCE OF USING SOCRATIVE FOR LEARNING – A LITERATURE REVIEW." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0564.

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Šerić, Maja. "STUDENT ASSESSMENT OF SOCRATIVE USE IN CLASSROOM: A QUALITATIVE-QUANTITATIVE APPROACH." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2279.

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Miralles Armenteros, Sandra, and Beatriz García Juan. "Metodologías didácticas cooperativas en el ámbito universitario: Puzzle de Aronson y Socrative." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11895.

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La adaptación del sistema universitario español al Espacio Europeo de Educación Superior ha cambiado el proceso de enseñanza-aprendizaje, permitiendo adquirir nuevas habilidades y competencias al alumnado. El nuevo contexto educativo precisa de investigaciones enfocadas a la búsqueda de nuevas metodologías que consigan promover la capacidad de aprendizaje del alumnado universitario y, por ende, su rendimiento académico.El rendimiento académico es un elemento clave en la docencia, así que muchos estudios van encaminados a conocer cómo ciertas metodologías impactan en él. En concreto, estudios previos han analizado la influencia en el rendimiento académico de metodologías cooperativas y de la incorporación de las tecnologías de la información y la comunicación (TIC) en el aula mediante el uso de dispositivos móviles.El objetivo del presente trabajo es conocer el impacto de la metodología cooperativa y el uso de las TICS en el rendimiento académico de los estudiantes universitarios. Concretamente, se utiliza el Puzzle de Aronson como metodología cooperativa y la herramienta informática Socrative como uso de las TICS en el aula universitaria. La población escogida para la realización del estudio ha sido estudiantado de la Universitat Jaume I de Castellón, concretamente, del Grado de Administración y Dirección de Empresas, Finanzas y Contabilidad y Economía.Los resultados obtenidos constatan que la implementación de estas técnicas favorece el aprendizaje y posibilita al alumnado una mayor interiorización de los conceptos clave estudiados a la vez que favorece mayores niveles de satisfacción general con la práctica.
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