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Education in the Knowledge Society
607 Publications
collected from a compatible aggregator


  • Collaborative teaching experiences of science in different areas

    We compare the experiences about collaborative activities carried out in different matters of science degrees. The common starting point is focused on getting students actively involved in the learning process. However, different methods were applied according to some specifics objectives and student levels. As result of this work we bring out the students favorably response and higher engagement by using collaborative activities.

    Pedagogía de la alteridad: Experiencias en el sistema educativo de las alumnas españolas musulmanas

    Salam ADLBI SIBAI (2015)
    Este artículo se enmarca en una investigación más amplia. En ella se estudia la identidad e integración de un grupo de mujeres universitarias españolas que forman parte de la minoría religiosa musulmana. Aquí se exponen las experiencias que estas mujeres han vivido durante su formación académica, con el objetivo de contribuir a la mejora de la práctica pedagógica en lo que atañe a la atención a la diversidad en el aula. En la introducción se explican los objetivos y se hace mención al vacío q...

    Knowledge models as agents of meaninful learning and knowledge creation.

    Fermín María González García; Jorge Fernando Veloz Ortiz; Iovanna Alejandra Rodríguez Moreno; Luis Efrén Velos Ortiz; Beatriz Guardián Soto; Antoni Ballester Valori (2013)
    The educational change that pushes the current context requires a shift in the unfortunately predominant positivist-behaviourist model that favours mechanical      memoristic learning, ideal breeding ground for the existence and maintenance of conceptual errors, to another cognitive-constructivist that stimulates meaningful learning to allow students to build and master knowledge, therefore to be more creative and critical. We present here a model of knowledge where students construct new...

    Approaches for quality in pedagogical and design fundamentals in moocs

    Daniel AMO; María José CASANY; Marc ALIER (2014)
    El conectivismo y el conductismo son los principales paradigmas educativos que describen los dos tipos de MOOCs más conocidos, nombrados como cMOOCs y xMOOCs. Algunos aspectos de la aproximación pedagógica en este tipo de cursos son en la actualidad la corriente principal de estudio y debate, tales como la calidad y aproximaciones adecuadas. En esta reflexión, se muestran algunas acerca de los enfoques pedagógicos problemáticos que habría que resolver, y enfoques pedagógicos y de diseño de di...

    Intervention of Three Educational Strategies for Higher Education Programming Courses

    Arturo ROJAS LÓPEZ (2017)
    The main objective of present work is to show the results of interventions carried out in front of a group of three educational strategies that allowed having better percentages of accreditation and qualification, as well as decrease of dropout compared to those obtained in the last 8 years in initial courses of programming at the Technological University of Puebla. The first intervention involved evaluation of computational thinking through skills of generalization, decomposition, abstractio...
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