Literatura académica sobre el tema "Pedagogia activa"
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Artículos de revistas sobre el tema "Pedagogia activa"
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Leão, Marcelo Franco y Francisca Melo Agapito. "Ensino de Libras em um Curso de Pedagogia por meio da aprendizagem baseada em problemas". Revista Educação e Emancipação 12, n.º 1 (29 de enero de 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 no decorrer desse processo formativo. Esse estudo teve como objetivo relatar o desenvolvimento de uma metodologia ativa de aprendizagem durante as aulas da disciplina de Libras do Curso de Pedagogia de uma Instituição de Ensino Superior (IES) pública no município de Imperatriz- MA. O estudo se configura como exploratório, com abordagem qualitativa e pautada na análise descritiva. Essa experiência pedagógica ocorreu no primeiro semestre de 2017. A estratégia de ensino utilizada foi a aprendizagem baseada em problemas. Os resultados denotaram que, foi perceptível a disposição dos acadêmicos em participar da atividade, a contribuição da mesma para uma construção consistente sobre o conteúdo proposto, assim como refletir sobre a importância da docente buscar a promoção de conhecimentos por meio de estratégias diferenciadas.Palavras-chave: Prática pedagógica. Estratégias de ensino. Libras. Teaching of Libras in a Pedagogy Course through problem-based learning (PBL)ABSTRACTThe teaching of the Brazilian Sign Language (Libras) became a requirement in undergraduate courses in Brazil since the enactment of Decree No. 5,626, sanctioned in 2005. In addition, the current context requires that classes in Higher Education to be dynamic and that stimulate research and autonomy in decision making, so that future professionals will be able to handle and solve real situations. In this sense, it is necessary that undergraduate courses plan diversified teaching strategies so that the study of Libras can promote meaningful learning in the course of this formative process. This study aimed to report the development of an active learning methodology during classes in the discipline of Libras of the Course of Pedagogy of a Public Institution of Higher Education (IES) in the municipality of Imperatriz- MA. The study is exploratory, with a qualitative approach based on the descriptive analysis. This pedagogical experience occurred in the first half of 2017. The teaching strategy used was problem-based learning. In this experience, the students’ willingness to participate in the activity, their contribution to a consistent construction of the proposed content, and reflection on the importance of the teacher to seek the promotion of knowledge through differentiated strategies was perceptible.Keywords: Pedagogical practice. Teaching strategies. Libras. Enseñanza de Libras en un Curso de Pedagogía a través Del aprendizaje basado en problemas (ABP)RESUMENLa enseñanza de la Lengua Brasileña de Señales (Libras) pasó a ser una exigencia en los cursos de licenciatura en el país a partir de la promulgación del Decreto Nº 5.626, sancionado en 2005. Además, el contexto actual exige que las clases en la Enseñanza Superior sean dinámicas y estimulen la investigación y la autonomía en la toma de decisiones, eso para que los futuros profesionales sean capaces de lidiar y solucionar problemas reales. En este sentido, es necesario que los cursos de licenciatura planifiquen estrategias diversificadas de enseñanza para que el estudio de Libras pueda promover aprendizajes significativos en el curso de ese proceso formativo. Este estudio tuvo como objetivo relatar el desarrollo de una metodología activa de aprendizaje durante las clases de la disciplina de Libras del Curso de Pedagogía de una Institución de Enseñanza Superior (IES) pública en el municipio de Imperatriz-MA. El estudio se confi gura como exploratorio, de abordaje cualitativo y pautada en el análisis descriptivo. Esta experiencia pedagógica ocurrió en el primer semestre de 2017. La estrategia de enseñanza utilizada fue el aprendizaje basado en problemas. En esta experiencia fue perceptible la disposición de los académicos en participar de la actividad, la contribución de ésta para una construcción consistente sobre el contenido propuesto, así como reflexionar sobre la importancia de la docente para buscar la promoción de conocimientos a través de estrategias diferenciadas.Palabras Clave: Práctica pedagógica. Estrategias de enseñanza. Libras.
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Moreno Schmidt, Gladys, María Luisa Zagalaz Sánchez y 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, n.º 38 (26 de junio de 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 de establecimientos educacionales y estudiantes de octavo semestre de Pedagogía en Historia y Geografía de la Universidad de Los Lagos. Se concluye que el trabajo de campo tiene valor en tanto la actividad tenga relación con la problemática y el análisis de lo observado y no solo en la descripción delos elementos.Palabras clave: Educación, aprendizaje activo, enseñanza de la geografía,trabajo de campoExperiences of field work to learn and teach geography: The case of an educational community of Osorno, ChileAbstractThe article presents a practical case about the study of geography in the secondary educational level at the city of Osorno, Chile, applying the fieldwork as an essential active education encompassing the environment knowledge and learning by discovering. The objective is to review the relation among classroom-focused pedagogical practices and the use of fieldwork experiences with local and outdoor activities. The research responds to an empirical descriptive study applying tools to teachers from schools in Osorno, and to students of the Eighth Semester of History and Geography Pedagogy fromUniversidad de Los Lagos. It finds that the fieldwork has value provided theactivity is related to the issue and observations analysis and not only in thedescription of elements.Keywords: Education, active learning, geography teaching, work fieldAs experiências de trabalho de campo para aprender e ensinar geografia: O caso da comunidade educativa de Osorno, ChileResumoApresenta-se um estudo prático sobre o estudo da geografia na comunidade educativa de nível secundário na cidade de Osorno (Chile) aplicando o trabalhode campo como uma forma de ensino essencialmente ativa que abrange oconhecimento do entorno e aprendizado através da descoberta. O objetivodo trabalho examina a relação entre práticas pedagógicas centradas na salade aula e as que são usadas em experiências próprias do trabalho de campocom atividades ao ar livre no âmbito local. A pesquisa responde a um estudoempírico–descritivo, no que se aplicam instrumentos a professores de estabelecimentos educacionais e a estudantes de oitavo semestre de Pedagogia em História e Geografia da Universidade de Los Lagos. Conclui-se que o trabalhode campo tem valor desde que a atividade tenha relação com a problemáticae a análise do observado e não só na descrição dos elementos.Palavras-chave: Educação, aprendizado ativo, ensino da geografia, trabalhode campo
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Lorite-García, Nicolás. "Una pedagogía activa del lenguaje televisivo para comunicadores del futuro". Comunicar 9, n.º 17 (1 de octubre de 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 de Barcelona y del Tec de Monterrey de México. El autor define que el interés del alumno por las clases aumenta considerablemente si se usa un manual conceptual de referencia adecuado a su lenguaje juvenil y se le permite expresar sus opiniones.
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Dewi, Laksmi. "PENINGKATAN KOMPETENSI PEDAGOGIK GURU MELALUI PELATIHAN PAIKEM (PELATIHAN PADA GURU MI DAN MTS DI KABUPATEN CIANJUR)". EDUTECH 13, n.º 3 (18 de agosto de 2014): 409. http://dx.doi.org/10.17509/edutech.v13i3.3094.
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Abstract. Learning is not monopoly of teachers (teacher centered). The teacher in charge of teaching and, especially, the students who do learning activities, both have the same right to manage their learning process with its various components. Teachers should have the pedagogic skills makes the students learn. Pedagogical competence of teachers need to be trained to increase their skills, so that teachers are able to create an active learning, innovative, creative, effective and fun for students. Successful training is training that can provide added value to knowledge, attitudes and skills of the participants. Good training is training that suits participants needs and its results can be applied in paraticipants workplace. PAIKEM training which has been implemented successfully contribute to the improvement of pedagogical competence of the participants.Keywords: effective training, relevance, improving the competence of teachersAbstrak. Pembelajaran bukanlah monopoli guru (teacher centered). Guru yang bertugas mengajar dan, terutama, peserta didik yang melakukan kegiatan belajar, keduanya memiliki hak yang sama untuk mengelola proses pembelajaran dengan berbagai komponennya. Untuk itulah guru harus memiliki keterampilan pedagogik membuat siswa belajar. Kompetensi pedagogik guru perlu dilatih agar keterampilannya meningkat, sehingga guru mampu menciptakan pembelajaran yang aktif, inovatif, kreatif, efektif dan menyenangkan untuk peserta didik. Pelatihan yang berhasil adalah pelatihan yang dapat memberikan nilai tambah pada pengetahuan, sikap dan keterampilan peserta. Pelatihan yang baik adalah pelatihan yang sesuai dengan kebutuhan peserta dan hasilnya dapat diterapkan di dunia kerja peserta. Pelatihan PAIKEM yang telah dilaksanakan ini berhasil memberikan sumbangan bagi peningkatan kompetensi pedagogik para peserta.Kata Kunci : pelatihan efektif, relevansi, peningkatan kompetensi guru
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Camacho Miñano, Mª Mar, Elena Urquía Grande y David Pascual Ezama. "Seminarios activos: Un recurso para motivar al alumnado universitario al estudio de la Contabilidad". EDUCADE - Revista de Educación en Contabilidad, Finanzas y Administración de Empresas, n.º 3 (2012): 95–110. http://dx.doi.org/10.12795/educade.2012.i03.06.
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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, n.º 1 (30 de junio de 2016): 16. http://dx.doi.org/10.19083/ridu.10.456.
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<p>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 filosofía de la educación que se centra de manera más radical en el estudiante. Esto último nos permite esbozar posibles líneas de evolución de la práctica de la pedagogía activa en la Universidad.</p>
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Hali, Fitriyani y Herlina Herlina. "Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka". Journal of Mathematics Education 3, n.º 2 (21 de noviembre de 2018): 60–64. http://dx.doi.org/10.31327/jomedu.v3i2.842.
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One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.
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Asadullaeva, Nargizakhon. "Pedagogical Factors Of Formation Of Active Life Position Among Young Generation". American Journal of Social Science and Education Innovations 03, n.º 01 (31 de enero de 2021): 576–84. http://dx.doi.org/10.37547/tajssei/volume03issue01-101.
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In this article, the author discusses and gives information about the process of formation of the person, the structure, structure and components of life skills and goals in it, the dynamics of the life position and the stages of ascent. The article also examines the socio-pedagogical necessities and factors for the development of active life position and social activity skills in young people.
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Hoang Thi, Van y Dung Ho Van. "Actual situation of managing collective construction of positive pedagogy in high schools in Tan Phu District, Ho Chi Minh City". Journal of Science Educational Science 65, n.º 9 (septiembre de 2020): 99–108. http://dx.doi.org/10.18173/2354-1075.2020-0097.
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Study the current situation of active management of collective training in high schools in Tan Phu District, Ho Chi Minh City today to have a basis for proposing management measures to improve work efficiency. The management of positive collective construction at high schools in Tan Phu District, Ho Chi Minh City has developed relatively well, contributing to improving the quality of education and meeting increasing requirements of society. Pedagogical collectives are stable in number and structure, have a sense of discipline, have a healthy psychological atmosphere, have a sense of self-study to improve their qualifications, well obey the legislations. . However, the management of pedagogical collective development to become an active pedagogic group is not an easy task, requiring a lot of time and effort. Because some individuals in the pedagogical collectives are still not active, the internal conflicts continue to exist. The set of core values and values of the collective have not had a strong impact on the awareness and behaviors of all people.
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P, Muahammad Ali y Suryadi Ishak. "Eksplorasi Penerapan Pendekatan Scientific Ditinjau dari Pengetahuan Pedagogik Guru". Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 15, n.º 2 (29 de noviembre de 2019): 151. http://dx.doi.org/10.35329/fkip.v15i2.471.
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The main instrument in this study is the researcher himself and his supporting instruments are the teacher's pedagogical knowledge test, learning observation sheet, and interview. The subjects of the study were mathematics teachers at SMP Negeri 1 Polewali, SMP Negeri 2 Polewali, and SMP Negeri 3 Polewali, which were then chosen by two people from each school. The results obtained from this study are the first based on the results of pedagogical tests given to research subjects, namely there are 2 subjects that fall into the category of high pedagogical knowledge and there are 4 subjects that fall into the category of low pedagogic knowledge and based on interviews the results show subjects that fall into the knowledge category High pedagogic generally understands how the application of scientific approaches in mathematics learning because they have frequently participated in training related to the scientific approach, whereas subjects with low pedagogic knowledge category only one subject understands the application of the scientific approach because they are active in the training carried out by the relevant offices.and for the other 3 subjects they did not really understand the scientific approach because they had only participated in the training once. Based on observations, it shows that (1) subjects who have a high pedagogical knowledge category are generally good in applying learning steps because it is clear in directing students in the learning process so that some students are able to follow them well. (2) subjects who have a low pedagogical knowledge category are generally not good at implementing learning steps because they are not clear in directing students in the learning process so that students cannot follow them well.
Tesis sobre el tema "Pedagogia activa"
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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 SocialO 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 dificuldade em sair do transmitir conhecimentos. O escutismo nasceu no auge das utopias da Escola Nova e a pedagogia escutista perdurou até hoje, tendo-se desenvolvido ao longo de um século tornando-se o mais difundido e o maior movimento educativo extra-escolar de crianças e jovens em todo o mundo em mais de 200 países. Pretende-se analisar a pedagogia escutista na óptica da «educação um tesouro a descobrir», como se diz no Relatório para a Unesco da Comissão Internacional sobre Educação para o século XXI. ABSTRACT: The Delors report to the UNESCO considers that, beyond the traditional learning to know, the education should too contributes to the children and youthsintegral development during their scholar course through what its designated by more three pillars: learning to do, learning to live together and learning to be. In fact these three education dimensions have been secondary in the educational action, although mainly in the New Education movement it has been spread the education into these dimensions. However school had much difficulty on getting out of the knowledge transmit. The Scouting was born on the peak of the utopies of the New Educationand the scout pedagogy was remaining till today, and it has been developed along of one century becoming the most spread and greater extra-scholar educational movement of children and youths in all over the world in more than 200 countries. It attempts to analyse the scout pedagogy on the optics of the “Learning: the treasure within - Report to UNESCO of the International Commission on Education for the Twenty-first Century”.
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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 Frame, where we obtain information that allow us to delimit the problems that are carried out of the mentally handicapped people and to found out the guiding criteria of strategies directed to promote their transition to the adult age and active life.
From the analysis carried out in the Theoretical Frame, we have elaborated a proposal of intervention consisting in the design of a program destined to promote the perceptive-motor abilities.
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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 aprendizaje dialógico. El aprendizaje dialógico es un enfoque que parte de que la enseñanza se tiene que dar en un entorno igualitario. Se trata de un aprendizaje que se basa en "altas expectativas", que cree en la capacidad que todos tenemos de aprender; en la transformación de las barreras al aprendizaje mediante la solidaridad, la participación activa y, sobre todo, igualitaria. En la tesis se parte de tres hipótesis: 1) existe una brecha entre las matemáticas de la vida real y las matemáticas académicas. Esta brecha se manifiesta de diferentes formas; 2) la distancia entre las "matemáticas de la vida real" y las "matemáticas académicas" genera actitudes negativas que dificultan el aprendizaje de las matemáticas; y 3) las personas utilizan estilos de aprendizaje basados en el diálogo igualitario para aprender el concepto matemático de proporciones. Para contrastarlas se realizó un trabajo de campo analizado desde el punto de vista del paradigma metodológico comunicativo (CREA).
El trabajo de campo se llevó a cabo en tres etapas diferentes: 1) estudio exploratorio; 2) realización de entrevistas y 3) una segunda vuelta de entrevistas, con una actividad final grabada en vídeo digital. Para recoger al información se utilizaron a) un diario de campo; b) una tertulia comunicativa; c) entrevistas en profundidad; d) varias actividades sobre proporciones (tanto en el formato de libro, como en formato informático). La información recogida se analizó teniendo en cuenta dos niveles de análisis: el discurso y el tono del discurso.
El aprendizaje siempre se produce en un entorno social, de manera que también hay que tener en cuenta las relaciones intersubjetivas. La experiencia previa, las creencias, las prenociones o los estereotipos de los que antes hablábamos, son elementos que se han formado socialmente. Pero eso no quiere decir que no intervengan también variables internas. Las mujeres del grupo explican, por ejemplo, la importancia de la repetición en el aprendizaje. También se resalta la importancia de los elementos afectivos en el proceso de aprendizaje. El creerse las cosas que hacen es un ingrediente básico para obtener el éxito. Y, al contrario, cuando no se cree en lo que se está haciendo, el fracaso es prácticamente seguro. Esta apreciación se pone de manifiesto en temas como la vivencia del bloqueo o del éxito.
Las personas utilizan formas de aprendizaje basadas en el diálogo igualitario para aprender el concepto matemático de proporciones. Resuelven las dificultades con las que se van encontrando (sean de la propia naturaleza del problema, porque no lo habían visto antes, y es nuevo para ellas, etc.) mediante el diálogo. Cuando alguien de la clase se sitúa por encima del resto de personas del grupo, aparece entonces un desnivel que no resuelve las dificultades y genera rechazo. En cambio, en un entorno de diálogo igualitario, ocurre todo lo contrario: todas las personas intervienen, y "construyen" las ideas matemáticas conjuntamente. Lo cual, además, les da todo el sentido, porque todas las personas acaban por "apropiarse" dichas ideas, y hacérselas suyas. En esta situación es cuando se produce "aprendizaje".
This dissertation is situated in the context of the Information Society. It provides an analysis of some of the affective and cognitive processes that influence in the development of communicative mathematics skills in the learning process, from the perspective of mathematics teaching. With the aid of the information and communication technologies situations for mathematics are proposed in order to encourage adults to seek mathematical forms to resolve said situations, in the context of dialogic learning.
Learning always takes place in a social surrounding, such that intersubjective relations must also be taken into account. Prior experience, beliefs, presumptions and or stereotypes mentioned earlier are elements that are socially constructed. This does not mean that internal variables do not also intervene. Women from the group explain, for instance, about the importance of repetition in learning. Affective elements in the learning process are also emphasised. Believing in what they are doing is a fundamental ingredient in success. In contrast, when someone does not believe in what they are doing, failure is practically inevitable. This situation is expressed in issues like the experience of a block or success.
People use ways of learning based on egalitarian dialogue to learn the concept of mathematical proportions. They resolve difficulties that they encounter through dialogue. A gap arises when someone in class places themselves above the rest of the people in the group; this does not resolve the difficulties and generates rejection. In contrast, in an environment of egalitarian dialogue the opposite occurs: everyone participates and "constructs" the mathematics ideas together. In addition, this creates meaning for them all because everyone can "have ownership" of these ideas and make them their own. This is the kind of situation where "learning" takes place.
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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 pedagogical relation: this aspect is constructed by four qualitatively different conceptions: parent-like, friend-like, manager-like and partner-like. The pedagogical control: this aspect is also constructed using four conceptions: as a question of finesse, negotiation, organisation and as a question of rules of the game. The pedagogical teaching: here the aspect consists of three conceptions: to transmit know-ledge, to make children work and to help children learn. The pedagogical ways of coping with dilemmas: the last aspect is made up by three conceptions: situational, principle and methodological. Different types of dilemmas occur according to whether the classroom is organised as collective teaching or individualised teaching. The results show that the phenomena being pedagogical can only be partly understood throughthe concept pedagogical tact. Further, the understanding of the phenomenon seems to be dependent on how the classroom is organised. Being pedagogical can therefore be seen as complex and as contextually dependent. It is influenced not only by cultural and historical factors but also on the type of activities undertaken.
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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 metacognitive skills, and the discussion explores the way in which these three experiential themes can be conceptualised as interrelated elements of the action (Biesta, 2006) which takes place in Active Learning classrooms. The following recommendations are made: HEIs should attempt to provide students with the advanced skills of negotiation which they will need to use in the flexible, ill-structured environments associated with Active Learning pedagogies; tutors should develop consistent approaches to collaborative assignments focussing on group work processes as well as task completion; the development of metacognitive skills through Active Learning pedagogies should be promoted through the use of explicit reflective elements embedded within the teaching, learning and assessment activities. The concluding discussion proposes that the successful use of Active Learning pedagogies requires a reconceptualisation of the purpose of education and that these pedagogies provide a potential readjustment of the balance between the functions of qualification, socialisation and subjectification (Biesta, 2010).
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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 PaesDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física
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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 problemas enfrentados por crianças e adolescentes em situações de risco social. Para tal, faz-se necessário que o esporte receba um tratamento pedagógico adequado, com uma organização sistematizada de seus conteúdos, a fim de potencializar seu significado educacional. Diante do exposto, o estudo conta com uma pesquisa que visa sustentar uma prática didático-pedagógica voltada à formação integral de crianças e adolescentes na iniciação esportiva participantes de projetos socais. Para tal, realizamos um estudo de caso no Programa Ensino Esporte e Juventude (PEEJ), uma Política Pública, mantida pelo Poder Público municipal da cidade de Taubaté, com a intenção de verificar o tratamento dado ao esporte enquanto conteúdo educacional, verificando (I) a prática pedagógica dos professores, (II) os conteúdos propostos no planejamento e (III) quais os conteúdos foram de fato aprendidos na perspectiva dos alunos. Para isto o processo metodológico passou por quatro etapas: (a) Análise documental do Planejamento esportivo; (b) Observação não participante das aulas esportivas de 10 professores; (c) entrevista semiestruturada com os professores; e (d) entrevista semiestruturada com 45 alunos entre 11 e 15 anos, através da técnica do Focus Group. Após analisar e relacionar os dados, constatamos que o (a) PEEJ apresenta um Planejamento esportivo na perspectiva dos Referenciais da Pedagogia do Esporte, contribuindo para a construção das Propostas Didáticas dos professores, (b) as aulas observadas apresentam um equilíbrio entre os três Referenciais da Pedagogia do Esporte; (c) a maioria dos professores apresentou uma visão na entrevista superando o pensamento reducionista sobre o papel do esporte, contudo alguns apresentaram dificuldades em relacioná-los com os conteúdos que ensinam nas aulas; e (d) os alunos identificam as aprendizagens adquiridas na perspectiva dos três Referenciais da Pedagogia do Esporte
Abstract: Sports is present in several educational settings, and the focus of this study is the scenario of non-formal education, more specifically the social and educational projects within the context of Public Policy, which among its objectives seek to minimize the problems faced by children and adolescents in social risk situations. Hence sports must receive an appropriate pedagogical treatment with a systematic organization of its contents, in order to enhance their educational significance. Thus, the study relies on a research that aims to sustain a didactic and pedagogic practice focused on comprehensive training of children and adolescents in sports initiation who are participating in social projects. Therefore, we have carried out a case study at Sport and Youth Education Program (PEEJ), which is a Public Policy maintained by the municipal government of the city of Taubaté, with the purpose of verifying the treatment given to sports as an educational content, checking (I) pedagogical practice of teachers, (II) the contents proposed in planning and (III) which of the contents were indeed learned from the students' perspective. So, the methodological process has gone through four steps: (a) Documental analysis of sports Planning, (b) Nonparticipating note of sports class of 10 teachers, (c) semi-structured interviews with teachers, and (d) semi-structured interviews with 45 students between 11 and 15 years old, through the Focus Group Technique. After analyzing and relating data, we have found that (a) PEEJ presents a Sports Planning from the perspective of Sports Pedagogy Reference, thus contributing to the construction of Teachers' Didactic Proposals, (b) the observed classes show a balance between the three Sports Pedagogy Reference, (c) although the majority of teachers has presented at the interview a vision that surpasses reductionist thoughts about the role of sports, some had difficulties in relating them to the content they teach in class, and (d) students identify the learning acquired on the perspective of Sport Pedagogy Reference
Mestrado
Biodinamica do Movimento e Esporte
Mestre em Educação Física
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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 AndréBanca: 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 investiga, a partir de la problematización de la pedagogía del entrenamiento del actor, un abordaje del cuerpo que vislumbra la memoria como un territorio metodológico. A través de un estudio esceno-poético el espacio autobiográfico se reelabora en una perspectiva relacional de la memoria y busca comprender una pedagogía que considere la experiencia y la narrativa como estrategias para otras políticas del cuerpo.
Abstract: This study investigate from the problematization of the education of the training of the actor. An approach of the body that is a glimpsy the memory as a territory methodological. Throwght a cenopoetic study the autobiografical space redrawing in a perspective that relates with the memory and seek too comprehend the pedagogy that consider the experience and narrative as strategies for other kind of body politics.
Doutor
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Sandhu, Jaspal Singh 1977. "An active engagement pedagogy for introductory solid mechanics". Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/16803.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2002.Includes bibliographical references (p. 387-393).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Introductory Solid Mechanics has historically been taught using the traditional methods of blackboard instruction. In the Mechanical Engineering Department, we have undertaken an initiative to comprehensively transform the pedagogy of 2.001 (Mechanics and Materials I), an undergraduate course in Solid Mechanics. This transformation represents a radical shift in the teaching paradigm, one which is best described as an active engagement model. Through discovery-based and cooperative learning, it is hoped that students will develop conceptual understanding of the course material, that students will become comfortable working in teams, that student retention of course material will improve, that students will be able to engage in independent learning, and that student satisfaction will improve. There are several components to this new pedagogy: physical desktop experiments, Web-enabled learning modules, a portable computing initiative, a new classroom, and a change in the lecture format. This thesis will describe all of these, but will focus on the development of the Web modules, the synthesis of these elements in developing the new pedagogy, and preliminary assessment of the project. The thesis is dually intended as a presentation of original research and as a working document for others who may wish to undertake a project of similar scope.
Jaspal Singh Sandhu.
S.M.
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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 JANEIROCOORDENAÇÃO 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 sala de aula exercícios e dinâmicas relacionados às metodologia em questão. Realizou-se um estudo de campo de pesquisa-ação em disciplina projetual de Design ao longo de três semestres e, no último semestre, registrou-se o diário de bordo da disciplina, aula a aula, além da realização de entrevistas com professores de Design com o intuito de conhecer suas práticas pedagógicas. Também foram feitas entrevistas com alunos participantes, que foram gravadas e analisadas à luz da taxonomia do aprendizado significativo de Fink (2007). Os resultados foram registrados, classificados e documentados, e criou-se um instrumento de análise das práticas pedagógicas relatadas, cuja interpretação consolidada, no capítulo final, resultou na proposição e reflexão acerca das estratégias pedagógicas que se buscava atingir.
This dissertation aims to analyze pedagogical practices in Graphic Design teaching based on active methodologies. The research mapped out such methodologies, which were originally designed for application in areas of knowledge related to exact subjects. Starting from the articulation of AM and pedagogical practices for the teaching of Design, exercises and dynamics related to the methodologies in question were structured, proposed and experienced in the classroom. An action-study field study was carried out in a projectual Design discipline over three semesters, and in the last semester a class diary was written, besides interviews with Design teachers on purpose to know their pedagogical practices. Student interviews were recorded and analyzed in light of Fink s (2007) taxonomy of significant learning. The results were recorded, classified and documented, and an instrument of analysis of the reported pedagogical practices was created, whose consolidated interpretation, in the final chapter, resulted in the proposals and reflections about the pedagogical strategies that were sought to achieve.
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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 I feel that it can lead some students down a dead-end path of self-exploration and individualization of their personal teaching style. I feel that I have been given a rare and invaluable opportunity in that I have been permitted to assist so many different teachers in such a wide array of subjects. In this thesis, I propose to examine the widely varied experiences that I have had here at VCU as a Teacher and Teaching Assistant. I will look at the teaching styles that I have witnessed, the methodologies and approaches of each course, and most importantly I will put forth my personal teaching philosophy that I have developed from my experiences here at VCU.
Libros sobre el tema "Pedagogia activa"
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Montserrat, Roser Solà i. L' escola Ton i Guida: Quan la pedagogia activa va anar al suburbi (Barcelona 1962-1994). Barcelona: Edicions 62, 2003.
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E, Li︠u︡bimt︠s︡ev P., ed. Trud aktera i pedagoga: Akter i obraz, Sverkhzadacha, Rezhissura i pedagogika. Moskva: GITIS, 2007.
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C, Humberto Quiceno. Pedagogía católica y escuela activa en Colombia (1900-1935). Bogotá: Ediciones Foro Nacional por Colombia, 1988.
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Sarasohn, Lisa T. Active teaching or pedagogical risk-taking. Corvallis, Or: OSU College of Liberal Arts, 1990.
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Volkov, L. A. (Leonid Andreevich), 1893-1973 y T︠S︡ukasov, S. V. (Sergeĭ Vitalʹevich), eds. Teatralʹnai︠a︡ pedagogika: Print︠s︡ipy, zapovedi, sovety. 3a ed. Moskva: URSS, 2009.
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Colli, Gian Giacomo. Una pedagogia dell'attore: L'insegnamento di Orazio Costa. 2a ed. Roma: Bulzoni, 1996.
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Colli, Gian Giacomo. Una pedagogia dell'attore: L'insegnamento di Orazio Costa. Roma: Bulzoni, 1989.
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B, Solovʹev V. Azbuka aktera, rezhissera i pedagoga li͡u︡bitelʹskogo teatra. Syktyvkar: Komi RIPPKRNO, 1994.
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Pini, Giovanna. L' anim/a/zione nella pedagogia teatrale. Roma: Armando, 2006.
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Bosman, R. E. Handelingstheorie en pedagogiek: Een onderzoek naar de grondslagen van de pedagogiek. Amersfoort: Acco, 1987.
Buscar texto completoCapítulos de libros sobre el tema "Pedagogia activa"
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Gorodetsky, Malka y Judith Barak. "Edge Pedagogy". En Active Collaborative Education, 169–81. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-402-2_10.
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Marton, Ference. "Towards a Pedagogical Theory of Learning". En Deep Active Learning, 59–77. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5660-4_4.
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Borio, Guido, Francesca Pozzi y Gigi Roggero. "9. Conricerca as Political Action". En Utopian Pedagogy, editado por Mark Cote, 163–85. Toronto: University of Toronto Press, 2007. http://dx.doi.org/10.3138/9781442685093-013.
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Stoller, Aaron. "Emergent Pedagogy". En Knowing and Learning as Creative Action, 76–102. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137465245_5.
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Sydnor, Synthia. "Cultural Pedagogies—Action Sports". En Women in Action Sport Cultures, 349–67. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-45797-4_17.
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Piazzoli, Erika. "Navigating Performative Language Pedagogy". En Embodying Language in Action, 183–221. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77962-1_8.
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Longo, Abele. "A Pedagogy of Action". En Danilo Dolci, 43–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51853-0_5.
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Wheeler, Sally. "Law in Action". En Reimagining Contract Law Pedagogy, 79–98. Abingdon, Oxon [UK] ; New York, NY : Routledge, 2019. | Series: Legal pedagogy: Routledge, 2019. http://dx.doi.org/10.4324/9781315178189-6.
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Heertum, Richard Van. "Empowering Education: Freire, Cynicism, and a Pedagogy of Action". En Revolutionizing Pedagogy, 211–34. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230104709_10.
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McVee, Mary B., Lynn E. Shanahan, H. Emily Hayden, Fenice B. Boyd, P. David Pearson y Jennifer Reichenberg. "The Genesis of the Gradual Release of Responsibility Model". En Video Pedagogy in Action, 1–22. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315175638-1.
Texto completoActas de conferencias sobre el tema "Pedagogia activa"
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Sondlo, Aviwe y Umesh Ramnarain. "THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS". En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end106.
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Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientations and they can be classified into Direct Didactic, Direct Active, Guided Inquiry and Open Inquiry. A qualitative approach was adopted to establish factors influencing the Physical Sciences pre-service teachers’ pedagogical orientations. The data was collected through an existing instrument called the Pedagogy of Science Teaching Test (POSTT) and interviews. A POSTT was administered to final year undergraduate secondary school Physical Sciences pre-service teachers and is comprised of five items portraying an actual teaching scenario for a particular Physical Sciences topic. When responding to the POSTT, pre-service teachers were requested to select the most appropriate and the most inappropriate pedagogical orientation from the four options given and justify their selected option. Eight Physical Sciences pre-service teachers were purposefully selected for interviews. The interviews were part of the study to give pre-service teachers a chance to elaborate on their POSTT responses. The findings of this study revealed that the Physical Sciences preservice teachers’ pedagogical orientations were influenced by the following factors: time constraints, availability of resources, and curriculum goals to mention a few.
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Harvey, Jen, Claire McAvinia, Kevin O'Rourke y Jason FitzSimmons. "Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces". En Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.24.
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Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.
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Petrovic, Jelena y Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY". En SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.
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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotional education in Serbian pedagogy, and the relation of Serbian educators to this educational concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Fernandes, Sandra Raquel Gonçalves, Paula Morais, Diana Mesquita, Marta Abelha, Sara Fernandes y Ana Sílvia Albuquerque. "The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes." En Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8257.
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This paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff in the achievement of this outcome. The objectives of the CET are to promote pedagogic training sessions for academic staff, to develop pedagogical resources and publications and to create a website for the dissemination of best practices and for the recognition of teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presemted in this paper.
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Engels, Jennifer, Barbara Bruno, Noelle Dasalla y Daniela Böttjer-Wilson. "Class observations from the University of Hawai‘i at Mānoa highlight the need for active learning strategies to support diverse students in large classes". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9547.
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Compelling evidence indicates that “active learning” (learning by doing) is an effective pedagogy regardless of discipline or class size, and can be particularly effective with diverse students. This study investigated active learning practices in 64 classes at the University of Hawai‘i at Mānoa, a US university with a highly diverse student body, using a “Passivity Indicator” (PI: ratio of class time spent in passive activities to total class time). For all classes, the mean PI was 43%. Statistical analysis reveals no significant differences in the PI of classes taught in STEM vs. non-STEM disciplines, or between upper vs. lower division courses. However, the PI in larger classes was found to be significantly greater than in small classes (64% vs. 39%, respectively; p=0.02). Moreover, classroom activities aligned with an active learning standard in Language and Literacy Development (e.g., students answering questions) occurred twice as often in small (24%) vs. large classes (12%, with p=0.02). Altogether, these findings indicate an opportunity for more active learning in large classes. We present a range of research-based pedagogical strategies that can be readily implemented in large classrooms, and encourage instructors to use their implementation as research opportunities to gather data on student success.
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Nilsen, Hallgeir. "Influence on Student Academic Behaviour through Motivation Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning". En InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3356.
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Pedagogic research has found that motivation, self-efficacy and value-expectancy are the most influencing factors on student academic behaviour (Bandura, 1997; Linnenbrink & Pintrich, 2002), which again are heavily influenced by how students experience success, confidence and well-being, lecturers motivation and enthusiasm, and how theory and practice is tied together. Universities will increase, maintain, or decrease motivation, self-efficacy, and value-expectancy. The author believes that in order to increase student learning universities need more focus on and more use of pedagogical knowledge, to even more positively influence student academic behaviour. Through implemented actions and interviews of bachelor students in IT and information systems, valuable information is collected on what influences motivation, self-efficacy, and value-expectations. The good news is that by simple means we can more likely have students that experience success, are confident and well-being, and who see the value in what they work on, which in turn will influence academic behaviour and academic success.
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Ponciano, Lesandro. "Debate Estruturado: Uma Estratégia Pedagógica para Ensino e Aprendizagem de Valores Humanos em Interação Humano-Computador". En XVII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação (SBC), 2018. http://dx.doi.org/10.5753/ihc.2018.4209.
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Interactive systems are increasingly present in people’s daily lives, generating new demands for interface and interaction. Examples of demands are those derived from human values, such as: gender identity, privacy, and the need for systems to provide explanations to the people who use them. Therefore, to be successful, professionals working in the area of HumanComputer Interaction (HCI) need to be increasingly sensitive to these values. Unfortunately, there are still few pedagogical resources to help HCI students develop such sensitivity. Seeking to contribute to the solution of this problem, in this work, it is proposed and analyzed the use of the pedagogical strategy denominated Structured Debate. Based on the pedagogies of active learning and collaborative learning, Structured Debate follows three phases: 1) pre-debate phase, which consists of preparing for the debate by reading reference texts; 2) execution of the debate in the classroom through a structure of questions, answers, considerations and movements in the room; and, 3) post-debate phase, when the effects of the debate are observed and contextualized in new contents of the discipline. We discuss experiences of the use of the strategy in five classes of the discipline HCI in two bachelor undergraduate courses: Information Systems and Software Engineering. The results suggest that Structured Debate stimulates and engages students with HCI topics about human values.
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Kalashnikova, S. A. "Discussion as an active method of teaching variable disciplines in medical university". En Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-12-2019-08.
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Huber, Elaine, Celina McEwen, Peter Bryant, Matthew Taylor, Natasha Arthars y Henry Boateng. "Learning from a rapid transition to emergency remote teaching: Developing a typology of online business education designs". En ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0142.
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Many universities had to pivot their teaching into an online space in response to the COVID-19 health crisis. How can we leverage the lessons learned from our design of these spaces to provide superior student learning experiences? This study describes the development of a classification system to appraise our rapidly transitioned online units of study. Underpinned by active learning pedagogy, 234 online learning sites from a leading Australian Business School were reviewed and three types of sites emerged, content, student and teacher-centred. The quality of these online sites were evaluated using a modified framework from the literature focusing on elements of design across five domains. Findings indicated that the overall range of quality of sites was mirrored across all three types, with the majority categorised as ‘good’. Analysis of the design elements of this typology will help build capacity in the design of online learning environments and guide pedagogical practice in business education.
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Vittoria, Paolo, Mariarosaria De Simone y Maria Rosaria Strollo. "“CONTEMPL-ACTION”: CONTEMPLATIVE PEDAGOGY AND CRITICAL PEDAGOGY AS REFLEXIVITY PRACTICES PROMOTING EDUCATION FOR SOCIAL ACTION". En 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1206.
Texto completoInformes sobre el tema "Pedagogia activa"
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Burns, Heather. Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.942.
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Soca, Juan, Carlos Libisch, Andrés Peri, Marcelo Pérez Alfaro, Anahí Cancela y Manuel Larrosa. Aulas activas: El rol del docente activador en el involucramiento de los estudiantes. Inter-American Development Bank, diciembre de 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 competencias globales necesarias para los desafíos del mundo de hoy y del futuro.
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Fullan, Michael y Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, diciembre de 2020. http://dx.doi.org/10.18235/0002959.
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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.