Search results for "teaching"
showing 10 items of 1707 documents
Percezione di efficacia dei docenti universitari e personalizzazione del processo di insegnamento-apprendimento con la DaD
2020
Per rispettare le misure di distanziamento imposte dal COVID 19, le Università hanno dovuto adottare la didattica a distanza (DaD). L’occasione è stata propizia per cercare di personalizzare il processo di insegnamento-apprendimento, vale a dire per centrare meglio la formazione erogata dalle università sulle esigenze dei singoli studenti. L’attuazione dei principi della didattica personalizzata ha richiesto un impegno non indifferente ai docenti che vi si sono cimentati. È stato ipotizzato che la percezione della propria capacità di personalizzare la formazione degli studenti con il supporto delle tecnologie dell’informazione e della comunicazione, influisse sull’efficacia didattica dei do…
Enseigner la rhétorique à l’École de Bruxelles
2021
Cet article expose la conception de l’enseignement de la rhétorique à l’École de Bruxelles. Il explique l’origine de la démarche dans la pensée de Perelman. Il montre ensuite comment l’équipe du GRAL a retrouvé l’enseignement des exercices de rhétorique par les sophistes. Il propose une réflexion épistémologique pour montrer la spécificité de cet enseignement. Il termine enfin par l’exposé d’un exercice de délibération conçu et animé par les membres du GRAL. This paper outlines the conception of the teaching of rhetoric at the Brussels School. It explains the origin of the approach in the thought of Perelman. It then shows how the GRAL team recovered the teaching of rhetorical exercises by …
Fernando Montero’s Linguistic Phenomenology
2002
Fernando Montero Moliner was born in Valencia in 1922 and studied philosophy at the University Complutense of Madrid from 1943 to 1945. He began teaching philosophy in secondary school in Logrono in 1950 and in Valencia beginning in 1960. He was Ordinary Professor of the History of Philosophy at the Universities of Santiago de Compostela (1964–1966), Murcia (1966–1967), and finally in Valencia beginning in 1967, where he remained after his retirement as emeritus until his death. He was also President of the Spanish Society for Phenomenology (SEFE).
The Teacher's Perspective in Older Education: The Experience of Teaching in a University for Older People in Spain
2010
The aim of this study was to explore university lecturers' descriptions of their teaching experience with older students. Twelve teachers of the Nau Gran (a university program for older people [UPOP] in Valencia, Spain) were interviewed. We analyzed their responses to questions about their experience of teaching older adults, the rewarding aspects of that experience and the teaching strategies they used. Teachers described their experience as extremely positive and rewarding, and often contrasted the active, interested, and grateful older students with the relatively passive regular younger students. The teachers also mentioned how they adapted their teaching to suit a more motivated and pa…
Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School
2014
The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students’ views and knowledge were investigated by…
ComparaciÓn de dos procedimientos de instrucciÓn en comprensiÓn y aprendizaje de textos: instrucciÓn directa y enseñanza recíproca
1996
ResumenEl presente trabajo compara dos procedimientos para ensenar estrategias de comprensiOn y aprendizaje de textos. Estos dos procedimientOs difieren en el grado de participaciOn que los estudiantes tienen en el proceso de ensenanza. Se seleccionaron 21 ninos de 5° de E.G.B. sin dificultades de acceso lexico pero con baja comprensiOn lectora, los cuales fueron asignados aleatoriamente a tres grupos: instrucciOn directa, ensenanza reciproca y control. Se tomaron tres tipos de medidas para evaluar efectos directos e indirectos: median estrategias incluidas en ambos programas, en uno sOlo de ellos y no incluidas en ninguno de los dos con intenciOn de valorar el grado de generalizaciOn de lo…
La naturaleza de la ciencia y los libros de texto de ciencias: una revisión
2010
Este trabajo se inicia con la importancia del libro de texto en los procesos de ensenanza/aprendizaje de las ciencias y la relevancia que tiene la comprension de la naturaleza de la ciencia en dichos procesos. A continuacion, se muestran las ideas sobre epistemologia e historia de la ciencia que los expertos consideran imprescindibles en un curriculum de ciencias. Seguidamente, se recopilan los estudios que han analizado la naturaleza de la ciencia que presentan los libros de texto. Los textos tienen muchas deficiencias en este aspecto, por lo que se propone actuar en la formacion del profesorado. ABSTRACT This paper begins stating the importance of textbook in the processes of science tea…
Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education
2022
The study examined how 807 undergraduate Italian students coped with synchronous, asynchronous, and blended learning environments during the COVID-19 pandemic. Strengths and weaknesses of online learning were collected via an electronic platform (SurveyMonkey) and then categorized by grounded theory analysis using ATLAS.ti 8.0 software. The results showed technical, practical, relational, organizational, and transformative features of online learning emerged, differentiated in synchronous, asynchronous, and blended modes. Emotional aspects also affected the evaluation of distance learning because depression and fear were more frequent among the students who found distance learning to be an …
Resultados de un programa de educación postural, con una intervención gamificada vs intervención tradicional
2021
[Resumen] La metodología de enseñanza adoptada por el profesorado puede influir en los niveles de participación y aprendizaje del alumnado. El objetivo principal de este estudio fue comparar el efecto de dos programas de intervención de educación postural en función de la metodología utilizada. Un total de 36 estudiantes (19 niñas y 17 niños) de 1º de Educación Secundaria Obligatoria participaron en el estudio. En el primer programa de intervención se aplicó una metodología gamificada, mientras que en el segundo se empleó una metodología tradicional. Ambos programas de intervención se llevaron a cabo a lo largo de 6 sesiones. Se analizaron los contenidos teóricos a través de dos cuestionari…