Bibliografías temáticas / Pedagogia activa

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Literatura académica sobre el tema "Pedagogia activa"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "Pedagogia activa"

Torrebadella-Flix, Xavier, and Jordi Brasó. "El tractament de la corporalitat a l’Escola Activa." REIRE Revista d'Innovació i Recerca en Educació 16, no. 1 (2022): 1–19. http://dx.doi.org/10.1344/reire.40176.

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INTRODUCCIÓ. A inicis del segle XX les condicions de vida a Barcelona eren pèssimes. La burgesia volia modernitzar i europeïtzar el territori. Entre altres propostes, apareix l’Escola del Mar, amb una idea higienista i pedagògica per als infants desafavorits. MÈTODE. L’aportació té per objecte els jocs i l’educació física a l’escola. Es pretén entendre com hi tractaven les pràctiques corporals. Així mateix, es busca interpretar la seva finalitat i filosofia lligades a la pedagogia i als ideals renovadors de l’època. La metodologia s’ha basat en l’anàlisi de fonts primàries (pedagogs, personali

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Caeiro Rodríguez, Martín. "Família, educação artística e contrato natural: o valor da arte e da família na educação do património natural." Revista Apotheke 8, no. 1 (2022): 127–45. http://dx.doi.org/10.5965/24471267812022127.

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Há o que tem sido chamado de "défice de natureza" nas gerações actuais devido à falta de contacto com os ambientes naturais. Ligados a isto, encontramos conceitos como "inteligência naturalista" e "património natural". O objectivo deste trabalho é analisar as implicações que a família tem na educação dos seus filhos e como parte activa do sistema educativo na sensibilização para o património natural e o ambiente. Com base na Investigação Educativa Baseada nas Artes e na Pedagogia Andante, educação patrimonial e autoetnografia visual, apresentamos diferentes experiências que sensibilizam para o

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Moreno Schmidt, Gladys, María Luisa Zagalaz Sánchez, and Luisa Magaly Elzel Castro. "Las experiencias de trabajo de campo para aprender y enseñar geografía: El caso de la comunidad educativa de Osorno, Chile." Revista de Historia y Geografía, no. 38 (June 26, 2018): 147. http://dx.doi.org/10.29344/07194145.38.1286.

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Se presenta un estudio práctico sobre el aprendizaje de la geografía en la comunidad educativa de nivel secundario en la ciudad de Osorno (Chile) aplicando el trabajo de campo como una enseñanza esencialmente activa que abarca el conocimiento del entorno y el aprendizaje por descubrimiento. El objetivo del trabajo examina la relación entre prácticas pedagógicas centradas en el aula y las usadas en experiencias propias del trabajo de campo con actividades al aire libre en el ámbito local. La investigación responde a un estudio empírico–descriptivo, en el que se aplican instrumentos a profesores

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Cavadas, Bento, and Marisa Correia. "Students’ perceptions of an innovative learning environment in higher education: an exploratory analysis." Cuadernos de Psicología del Deporte 22, no. 2 (2022): 1–14. http://dx.doi.org/10.6018/cpd.468741.

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The impact of innovative learning environments (ILE) on student’s satisfaction and performance has aroused high interest of research in recent years. Many educational providers, such as higher education institutions, have been doing efforts to redesign their learning spaces for enhancing the use of digital technologies, higher education’ teachers-students and peers’ collaboration and new educational methodologies. Following these guidelines for reconfiguring learning spaces that emerged from the need to develop 21st century skills, a redesign of an educational space was carried out in a Portug

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Leão, Marcelo Franco, and Francisca Melo Agapito. "Ensino de Libras em um Curso de Pedagogia por meio da aprendizagem baseada em problemas." Revista Educação e Emancipação 12, no. 1 (2019): 186. http://dx.doi.org/10.18764/2358-4319.v12n1p186-203.

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O ensino da Língua Brasileira de Sinais (Libras) passou a ser uma exigência nos cursos de licenciatura no país a partir da promulgação do Decreto Nº 5.626, sancionado em 2005. Além disso, o contexto atual exige que as aulas no Ensino Superior sejam dinâmicas e envolventes, que estimulem a pesquisa e a autonomia na tomada de decisões, isso para que os futuros profissionais sejam capazes de lidar e solucionar situações reais. Nesse sentido, é preciso que os cursos de licenciatura planejem estratégias diversificadas de ensino para que o estudo de Libras possa promover aprendizagens significativas

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Rissi, Juliete, Pablo Ornelas Rosa, and Aknaton Toczek Souza. "A atuação do Educador Social na política socioassistencial de Presidente Kenendy (ES)." Século XXI – Revista de Ciências Sociais 12, no. 2 (2024): 40–56. http://dx.doi.org/10.5902/2236672586440.

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O presente artigo resulta de uma pesquisa que teve por objetivo compreender o trabalho do educador social junto à população em situação de vulnerabilidade no município de Presidente Kennedy/ES. O estudo discorre sobre o surgimento da pedagogia social e da educação social no cenário brasileiro, buscando compreender o perfil deste profissional, os contextos de sua atuação e sua importância. A partir de autores como Caliman (2010), Carvalho (2014), Jaccoud, Bichir e Mesquita (2017), Carmo (2016), Santos, Araújo e Baumgarten (2016), Pereira (2019), Bravin, Paiva e Pinel (2020), Valente (2020), Sil

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Febrianti, Erlyana, Nan Rahminawati, and Sobar AL-Ghazal. "Penguasaan Kompetensi Pedagogik Guru PAI untuk Meningkatkan Prestasi Siswa pada Mata Pelajaran PAI Kelas XII IPS SMA Negeri 1 Cisarua." Bandung Conference Series: Islamic Education 2, no. 2 (2022): 345–48. http://dx.doi.org/10.29313/bcsied.v2i2.3419.

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Abstract. SMA Negeri 1 Cisarua as a favorite school in Bandung Regency has special demands on teachers to be able to improve student achievement. Therefore, pedagogic competence as one of the basic competencies of teachers must be owned by teachers. The objectives of this study were (1) to describe the ability of PAI teachers at SMA Negeri 1 Cisarua in improving student achievement (2) to describe the abilities of PAI teachers at SMA Negeri 1 Cisarua in designing and implementing learning to improve student achievement (3) describing the abilities of PAI teachers at SMA Negeri 1 Cisarua. in de

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Espejo Leupin, Roberto Mauricio. "¿PEDAGOGÍA ACTIVA O MÉTODOS ACTIVOS? EL CASO DEL APRENDIZAJE ACTIVO EN LA UNIVERSIDAD." Revista Digital de Investigación en Docencia Universitaria, no. 1 (June 30, 2016): 16. http://dx.doi.org/10.19083/ridu.10.456.

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En este artículo discutimos el enfoque del aprendizaje activo que se ha difundido en las aulas universitarias, relacionándolo con sus antecesores pedagógicos, específicamente el movimiento de la Escuela Nueva Europea y la Educación Progresista Norteamericana. Esta relación nos permite entender en una perspectiva histórica el abanico de métodos de enseñanza-aprendizaje que se están utilizando en la Universidad, incluyendo diferencias con sus antecesores. En particular, discutimos la diferencia entre métodos activos y la noción más general de pedagogía activa, la que implica una filosof

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France, Rose Maia Ferreira de Oliveira, Herrera Fernandes Fábio, Gomes da Trindade Avenilson, et al. "A TRAJETÓRIA HISTÓRICA DO PROCESSO DE ENSINO APRENDIZAGEM BRASILEIRO ATÉ ABORDAGEM DAS PRINCIPAIS ESTRATÉGIAS DO ESTUDO ATIVO NA PEDAGOGIA: UMA REVISÃO BIBLIOGRÁFICA." Revistaft 27, no. 123 (2023): 97. https://doi.org/10.5281/zenodo.8060497.

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Resumo O presente artigo tem como objetivo, contextualizar historicamente o processo de ensino aprendizagem brasileiro até a abordagem das principais estratégias do estudo ativo na pedagogia, demonstrando sua importância e suas implicações na aprendizagem dos alunos. A metodologia pautou-se numa pesquisa bibliográfica, onde envolveu um extenso levantamento de literatura, e ainda utilizou-se o método qualitativo com o escopo de obter uma compreensão mais aperfeiçoada e rica da temática, como também, foi conduzida como u

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Lorite-García, Nicolás. "Una pedagogía activa del lenguaje televisivo para comunicadores del futuro." Comunicar 9, no. 17 (2001): 138–43. http://dx.doi.org/10.3916/c17-2001-21.

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This paper puts forward an innovation in television language learning for future journalists. He explains the results of his experience, carried out with pupils from Universidad Autónoma of Barcelona and Tec from Monterrey. He comes to the conclussion that it is advisable to use reference books and workbooks to achieve the right aims. En este artículo se ofrecen algunas pistas sobre la pedagogía activa que se viene aplicando desde mediados de los noventa para enseñar lenguaje televisivo a futuros comunicadores, en concreto a los alumnos de Ciencias de la Comunicación de la Universidad Autónoma

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Tesis sobre el tema "Pedagogia activa"

Granja, Sandra Filipa da Costa. "Pedagogia escutista como complemento à educação escolar." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/984.

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Mestrado em Ciências da Educação - Formação Pessoal e Social O relatório Delors para a UNESCO considera que, além do tradicional aprender a conhecer, a educação deve contribuir também para o desenvolvimento integral das crianças e jovensdurante o seu percurso escolar através daquilo que designa por mais três pilares: aprender a fazer, aprender a viver juntos e aprender a ser. Efectivamente estas três dimensões da educação têm sido secundarizadas na acção educativa, embora sobretudo no movimento da Escola Nova se tenha alargado a educação a esta dimensões. No entanto a escola tem tido muita

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Pallisera, Maria. "La transició a l'edat adulta i vida activa de les persones amb disminució psíquica. Criteris orientadors de la intervenció educativa." Doctoral thesis, Universitat de Girona, 1994. http://www.tdx.cat/TDX-0425108-091721.

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La tesi s'estructura en dos grans apartats: per un costat, el Marc Teòric en el que realitzem els estudis que ens permeten delimitar la problemàtica de les persones amb disminució psíquica i fonamentar teòricament els criteris orientadors d'estratègies dirigides a potenciar la seva transició a l'edat adulta i vida activa. A partir de l'anàlisi realitzada al Marc Teòric de la tesi s'elabora una proposta d'intervenció consistent en el disseny d'un programa destinat a potenciar les habilitats perceptivo-motrius. The thesis is structured in two big sections: the first is the Theoretical Fr

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Díez, Palomar Francisco Javier. "Enseñanza de las matemáticas en la educación de personas adultas: un modelo dialógico, La." Doctoral thesis, Universitat de Barcelona, 2004. http://hdl.handle.net/10803/1310.

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Esta tesis se sitúa en el contexto de la sociedad de la información. Aporta un análisis de algunos de los procesos afectivos y cognitivos que influyen en el desarrollo de las habilidades comunicativas matemáticas en el proceso de aprendizaje, desde la didáctica de las matemáticas. Se parte de un concepto de "matemáticas" como un "saber" aplicado a la vida cotidiana. Con la ayuda de las tecnologías de la información y de la comunicación se proponen situaciones matemáticas para estimular a las personas adultas a buscar formas matemáticas de resolver dichas situaciones, en un contexto de aprendiz

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Eriksson, Inger. "Lärares pedagogiska handlingar : En studie av lärares uppfattningarav att vara pedagogisk i klassrumsarbetet." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-1201.

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This study concerns teachers' conceptions of what it means to be pedagogical. The work has itsstarting point in van Manen's work concerning pedagogical tact. By using this concept vanManen tries to describe teachers' tacit and intuitive skills to decide what to do or what not to do in any given situation. This study is based largely on the assumption that van Marten's concept is too narrow and perhaps invalid in certain contexts. The study was conducted as a phenomenographical study with the help of video-stimulated-recall-interviews. Four aspects of the phenomena were identified:: The pedagog

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Simpson, Colin Gordon. "Exploring Chinese business management students' experience of active learning pedagogies : how much action is possible in active learning classrooms?" Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14660.

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This phenomenological study explores how certain “innovative” pedagogies were experienced by a group of Chinese students studying Business Management at a mid-ranking UK university. Analysis of the transcripts of interviews (some in Chinese) with 24 students using NVivo shows that whilst most students felt that Active Learning pedagogies effectively supported their learning, for some students the “zone of indeterminacy” in which group projects and simulations were carried out was an uncomfortable space. Salient aspects of these students’ experiences were language, relationships and metacogniti

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Machado, Gisele Viola 1982. "Pedagogia do esporte = organização, sistematização, aplicação e avaliação de conteúdos esportivos na educação não formal = Sport pedagogy : organization, systematization and application of sports content in non-formal education." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275013.

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Orientador: Roberto Rodrigues Paes Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física Made available in DSpace on 2018-08-21T13:18:58Z (GMT). No. of bitstreams: 1 Machado_GiseleViola_M.pdf: 1665492 bytes, checksum: 0fce3381722269f5661500ba29a8dfc0 (MD5) Previous issue date: 2012 Resumo: O esporte está presente em diversos cenários da educação, sendo o foco deste estudo o cenário da educação não-formal, mais especificamente os projetos sócio-educativos inseridos no contexto das Políticas Públicas, que dentre seus objetivos buscam minimizar os pro

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Silva, Renata Kely da 1972. "Corpos precários : pedagogia e política na experiência do corpo /." São Paulo, 2019. http://hdl.handle.net/11449/180994.

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Orientador(a): Carminda Mendes André Banca: Marcos Marcelo Soler Banca: Danichi Hausen Mizoguchi Banca: Verônica Fabrini Banca: Mara Lucia Leal Resumo: Este estudo investiga, a partir da problematização da pedagogia do treinamento do ator, uma abordagem de corpo que vislumbra a memória como um território metodológico. Através de um estudo cenopoético o espaço autobiográfico se redesenha numa perspectiva relacional da memória e busca compreender uma pedagogia que considere a experiência e a narrativa como estratégias para outras políticas de corpo. Resumen: Este estudio invest

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BELTRAO, ANDRE LUIS FERREIRA. "PEDAGOGICAL STRATEGIES IN TEACHING DESIGN: FOR AN ACTIVE METHODOLOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30026@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO Esta dissertação tem como objetivo analisar práticas pedagógicas no ensino de Design Gráfico baseadas nas Metodologias Ativas (MA). A pesquisa fez um mapeamento de tais metodologias, que foram originalmente concebidas para aplicação em áreas de conhecimento relacionadas às disciplinas exatas. Partindo da articulação das MA e práticas pedagógicas para o ensino de Design, foram estruturados, propostos e experimentados em

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White, David Maurice. "Pedagogical Fusion." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/993.

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During the five semesters that I have been at VCU I have learned a great deal from the courses that I have been enrolled in but I have learned the most through my experiences as a Teaching Assistant. These experiences have been so valuable because of the wide range of subject areas in which I have been involved and the diverse instructors that I have assisted. Although I hesitate to use the word "problem" I feel that there is a tendency in teacher training for a student to latch onto one professor and model their teaching practices after that one mentor. While this is not always a bad thing

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Rossi, Marion O. "Life skills and actor training : pedagogical attitudes and approaches /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.

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Thesis (Ph. D.)--University of Oregon, 1999. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 192-197). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.

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Libros sobre el tema "Pedagogia activa"

Montserrat, Roser Solà i. L' escola Ton i Guida: Quan la pedagogia activa va anar al suburbi (Barcelona 1962-1994). Edicions 62, 2003.

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E, Li︠u︡bimt︠s︡ev P., ed. Trud aktera i pedagoga: Akter i obraz, Sverkhzadacha, Rezhissura i pedagogika. GITIS, 2007.

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Kruglikov, Viktor, Elena Gulk, Konstantin Zaharov, Valeriy Sitnikov, and Larisa Kosolapova. History of active pedagogy. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1859603.

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The monograph traces the history of the formation of active learning, which in modern conditions, both in Russia and in world practice, is considered as the main means of improving the quality of education. The characteristics of theories and methods of active learning are given, the conditions and causes of their occurrence are described, their development is traced from a historical perspective. The development of active pedagogy is considered in the context of the confrontation between active and reproductive approaches to learning, which has taken place throughout the history of mankind. A

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C, Humberto Quiceno. Pedagogía católica y escuela activa en Colombia (1900-1935). Ediciones Foro Nacional por Colombia, 1988.

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Sarasohn, Lisa T. Active teaching or pedagogical risk-taking. OSU College of Liberal Arts, 1990.

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Colli, Gian Giacomo. Una pedagogia dell'attore: L'insegnamento di Orazio Costa. 2nd ed. Bulzoni, 1996.

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Colli, Gian Giacomo. Una pedagogia dell'attore: L'insegnamento di Orazio Costa. Bulzoni, 1989.

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Panteleeva, M. A., та I͡U A. Stromov. V laboratorii teatralʹnogo pedagoga. "Russkīĭ Mīrʺ", 2011.

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Pini, Giovanna. L' anim/a/zione nella pedagogia teatrale. Armando, 2006.

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B, Solovʹev V. Azbuka aktera, rezhissera i pedagoga li͡u︡bitelʹskogo teatra. Komi RIPPKRNO, 1994.

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Capítulos de libros sobre el tema "Pedagogia activa"

Delsante, Ioanni, Tabassum Ahmed, Maddalena Giovanna Anita Duse, and Linda Migliavacca. "Socially Situated Pedagogies as a Strategy to Innovate Architectural Curricula: The Case Study of SArPe and Its Design Studio Experimentation at the University of Pavia." In Springer Series in Design and Innovation. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71959-2_10.

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AbstractThe authors discuss a pedagogical experiment that arises out of an ongoing Erasmus+ project titled “Socially Situated Architectural Pedagogies” or SArPe, which involves the Universities of Pavia, Istanbul, TU Delft and Malaga. SArPe project situates itself in between three areas of inquiry: critical/radical pedagogies [1–4]; situated knowledge [5, 6] and commons-oriented knowledge and pedagogy [7–9].On that basis, the paper aims to critically analyze architectural pedagogy through authors’ positioning in respect to the wider debate and a case study-based approach. Namely, a second-year

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Benner, Dietrich. "On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung." In Non-affirmative Theory of Education and Bildung. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30551-1_2.

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AbstractThis chapter describes the genesis and reception of my attempts at developing a non-affirmative pedagogy in four sections. The first recalls the beginnings, which identified non-affirmativity as a feature of critical pedagogical thought and action, leading beyond the then widespread juxtaposition of affirmative and emancipatory pedagogy. The second section presents the yield of these efforts on my “General Pedagogy” (1971/2018) and the basic pedagogical concepts, basic pedagogical theories, and elementary forms of action in education that I introduced in it. The third part develops sys

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Marton, Ference. "Towards a Pedagogical Theory of Learning." In Deep Active Learning. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5660-4_4.

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Sydnor, Synthia. "Cultural Pedagogies—Action Sports." In Women in Action Sport Cultures. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-45797-4_17.

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Behrens, Electa, and Øystein Elle. "Singing Pedagogy for Actors." In Critical Acting Pedagogy. Routledge, 2024. http://dx.doi.org/10.4324/9781003393672-16.

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Stamatiou, Evi. "Liminal Casting." In Critical Acting Pedagogy. Routledge, 2024. http://dx.doi.org/10.4324/9781003393672-11.

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Hartley, Jessica. "Developing the Actor Trainer." In Critical Acting Pedagogy. Routledge, 2024. http://dx.doi.org/10.4324/9781003393672-18.

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Brown, Stan, and Tara McAllister-Viel. "Training Actors' Voices and Decolonising Curriculum." In Critical Acting Pedagogy. Routledge, 2024. http://dx.doi.org/10.4324/9781003393672-7.

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Cryer-Lennon, Denis. "Critiquing from the Centre." In Critical Acting Pedagogy. Routledge, 2024. http://dx.doi.org/10.4324/9781003393672-6.

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Landon-Smith, Kristine, and Chris Hay. "Playing with Difference in Actor Training." In Critical Acting Pedagogy. Routledge, 2024. http://dx.doi.org/10.4324/9781003393672-4.

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Actas de conferencias sobre el tema "Pedagogia activa"

Ne'matovich, Arzikulov. "Eco-Active Learning: Sports Pedagogy and Environmental Education Synergy." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012956200003882.

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Green, Julian. "REIMAGINING VIRTUAL LEARNING ENVIRONMENTS: FOSTERING ACTIVE DIALOGIC PEDAGOGIES THROUGH USER-CENTRED DESIGN." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0253.

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González-Coma, José, Gerardo González-Cela Echevarría, María Álvarez Hernández, et al. "PEDAGOGICAL STRATEGY FOR ACTIVE LEARNING BY ENGINEERING STUDENTS IN ALGEBRA AND STATISTICS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1153.

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Dreifuss-Serrano, Cristina, Vivian López-Vallejos, and Marco Monge. "Enhancing Student Retention: Action Research on First-Year Pedagogical Strategies." In 2024 International Symposium on Accreditation of Engineering and Computing Education (ICACIT). IEEE, 2024. https://doi.org/10.1109/icacit62963.2024.10788600.

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Alonso-Chamorro, María. "PEDAGOGICAL INNOVATION IN BIOCHEMISTRY EDUCATION: ENHANCING UNDERSTANDING THROUGH THRESHOLD CONCEPTS AND ACTIVE METHODOLOGIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0396.

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Beatty, Gemma. "ENHANCING LONG-TERM SUSTAINABILITY OUTLOOK: LASTING IMPACT OF IMMERSIVE FIELD-BASED ACTIVE PEDAGOGIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1195.

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Fernández Morales, Katiuska, and Darlene González Miy. "Open Education with Active Pedagogies in Innovation Laboratories: Roles, Activities, Skills and Methodologies." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024808.

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De Beer, Welma, and Lucy Draper-Clarke. "Developing a Healing Arts Pedagogy and Practices (HAPPy) Training: An Arts-Based Curriculum for Trauma Stabilisation and Stress Alleviation in the South African Educational System." In Arts Research Africa 2022 Conference Proceedings. Arts Research Africa, 2022. http://dx.doi.org/10.54223/10539/35892.

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This paper discusses the theoretical foundations and pedagogical principles underlying the “Mas’phefumle” project, which explores healing arts practices and pedagogy as a response to trauma in South Africa. The authors propose that artistic research has transformed and advanced arts-based pedagogies in the country, offering impactful healing practices that can help communities during challenging times and regulate individuals after traumatic incidents. The curriculum developed, called Healing Arts Pedagogy and Practices (HAPPy), aims to establish culturally sensitive activities that promote re

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Cleckley, Elgin. "Becoming Credible: Developing Pedagogies for Inclusive Design Futures." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.63.

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2020’s racial reckoning produced student, faculty, staff, and alumni calls for action to many North American schools of architecture and design. For example, Notes on Credibility, by the Harvard Graduate School of Design’s African American Student Union and AfricaGSD, demands that the GSD must “institutionalize anti-racism and acknowledge that pedagogy has a cultural obligation.[1] Many calls echo Notes, prompting a rethinking of architectural pedagogy from longheld Beaux-Arts models and late image-making practices. As we collectively advance, studio instruction requires new pedagogical and in

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Kolean, Grant, and Nickolas Dupras. "Emergency Remote Teaching with Reacting To The Past: A Case Study." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.108.

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Reacting to the Past (RTTP) is an immersive historical role-playing and active learning pedagogy typically employed on-campus. This case study analyzed Northern Michigan University’s History Department courses that utilized RTTP during the COVID-19 emergency remote teaching (ERT) shutdown. Maintaining RTTP and online learning pedagogical best practices was especially difficult. With little time to restructure their courses, the games were innovatively adapted to a variety of web-based platforms resulting in positive learning outcomes that varied by degree depending on technology and synchronou

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Informes sobre el tema "Pedagogia activa"

Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing

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Nosenko, Yuliya H., Maiia V. Popel, and Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the c

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Secules, Stephen. Engaging as a Force for Equity through our Pedagogy. Florida International University, 2024. http://dx.doi.org/10.25148/succeed.2024.5.

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While many aspects of equitable pedagogy can be planned and designed for with go to strategies, we also have to get better at noticing, interpreting, and acting within our own contexts. Learning to think as person who is engaged in work around equity opens up a dimension of our pedagogical work that needs awareness and action. The slides for a presentation on thinking about equity in higher education classrooms, utilizing a 5 step Bystander Intervention process: Notice, Interpret, Take responsibility, Think strategically, and Act (adapted from the ADVANCE grant team at FIU). When deciding how

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Valdivia-Vizarreta, Paloma, and Johana Evelyn Montalvan Castilla. Flexibility and Playful Learning as Strategies for a Transformative Pedagogy in Higher Education. University of Stavanger, 2024. http://dx.doi.org/10.31265/usps.295.

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This essay explores how flexibility and playful learning address the current challenges in higher education, aligned with the principles of transformative pedagogy. This pedagogical approach views the university as an inclusive and adaptable space, where teaching aligns with students’ realities and needs, promoting accessibility, engagement, and holistic development. Flexibility enables students to manage their learning in a personalised manner, adapting to their individual paces, schedules, and environments (whether in-person or virtual), fostering autonomy and a better balance between person

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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry educatio

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Burns, Heather. Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.942.

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Paranjape, Ujjwala, and Shivali Tukdeo. Learning, Livelihood and Possibilities of Socially Just Pedagogy. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1907.2024.

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This report reflects our ongoing collaborative research and action engagements in education. Three overlapping interests are at the centre of our inquiry: (a) the relationship between education and work; (b) the transformation of small towns in Maharashtra and the changing role of education therein; and (c) vocational and skill-based programmes in small towns. Anchored in the south-western town of Sangli, Maharashtra, our work focuses on various institutional arrangements in vocational and skill-based education. By mapping the educational landscape, the report also highlights the experiences o

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Busso, Matías, and Samuel Berlinski. Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0011680.

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This paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student

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Soca, Juan, Carlos Libisch, Andrés Peri, Marcelo Pérez Alfaro, Anahí Cancela, and Manuel Larrosa. Aulas activas: El rol del docente activador en el involucramiento de los estudiantes. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003108.

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La presente publicación presenta evidencia sobre el grado de asociación entre el trabajo de pedagogías activas y el compromiso o involucramiento (engagement) de estudiantes. Específicamente, se analiza el efecto del rol del docente activador desde una perspectiva de aprendizaje profundo, en el compromiso de estudiantes de educación media de Uruguay que pertenecen a la Red Global de Aprendizajes Profundo (RGA). La RGA se propone como objetivo promover el aprendizaje profundo, que busca obtener el interés de estudiantes y docentes en el proceso de aprendizaje a través de la adquisición de las co

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Vasyliuk, Tamara, Ilia Lysokon та Ivanna Razmolodchykova. Professional training of specialists for children`s services=Професійна підготовка спеціалістів служб у справах дітей. Publisher “GS Publishing Services”, 2023. http://dx.doi.org/10.31812/123456789/7047.

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Today, social work professions are recognized all over the world, and Ukraine is no exception. On the one hand, the process of recognizing the need for specialists capable of providing various social and social and pedagogical services in various spheres of life has begun not so long ago, and on the other hand, it is the positive trend and active organizational transformations of the educational and social sectors of public administration that lead to the modernization of the system.

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