Active Teaching and Learning Methodologies: Some Considerations

Konopka, Clóvis Luís; Adaime, Martha Bohrer; Mosele, Pedro Henrique

doi:10.4236/ce.2015.614154

Cited by 101 publications

(103 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Unfortunately, these limits are representative of the main concern of any teacher: the one to arrive to acquire his learners knowledge and skills and to ensure them about this (Konopka et al, 2015).…”

Section: Review and Interpretation Of The Resultsmentioning

confidence: 99%

The Learning by Discovery Guided: Implementation in a Framework for the Training of Future Trainers in Civil Engineering

Amor¹,

Maaloul²

2016

View full text Add to dashboard Cite

The main objective of a training program for future trainers Guineans, specialized and competent in Civil Engineering in training centers in their countries, is to use a new method of teaching by guided discovery in the framework of the course of Civil Engineering structures. In this context, a learning study was considered and put in application for the Higher Institute of Technological studies of Rades since November 2015 for a number of hours equal to 90. This innovative project brings together several aspects in Civil Engineering which are addressed through an analysis of a real case. The adopted approach is to apprehend a visit upstream of the teacher of the course in order to master the components of the job site to visit. Consequently, a guided tour of the students is programmed and provided by their teacher. The obtained results are satisfactory on the side of the learners in the field of learning, pedagogical innovation, motivation and profitability. However, these results remain still perfectible.

show abstract

Section: Review and Interpretation Of The Resultsmentioning

confidence: 99%

The Learning by Discovery Guided: Implementation in a Framework for the Training of Future Trainers in Civil Engineering

Amor¹,

Maaloul²

2016

View full text Add to dashboard Cite

show abstract

“…Actualmente son muchos los centros educativos, colectivos, administraciones educativas y docentes que, interesados en innovar e introducir cambios para mejorar ciertos aspectos que no funcionan en la educación, se atreven con la implementación de las llamadas metodologías emergentes o metodologías activas (Gros y Noguera, 2013) que consiguen una mayor implicación del alumnado en su aprendizaje (Benito y Cruz, 2005). Se trata de prácticas educativas, unas más novedosas que otras, donde se da un mayor protagonismo al alumno y se aprende haciendo, indagando e interactuando (Konopka, Adaime y Mosele, 2015), utilizando las TIC de forma coherente (García-Umaña y Tirado-Morueta, 2018).…”

Section: Las Metodologías Activas a Través De Twitterunclassified

Repercusión en Twitter de las metodologías activas ABP, Flipped Classroom y Gamificación

Vila

Herrero

2019

RIED

View full text Add to dashboard Cite

Twitter es una red social donde los usuarios interactúan en un espacio digital común, formando conexiones que, en sí, configuran, a su vez, redes propias de interacción a partir del intercambio de contenido. En este artículo, se ha abordado esta temática en torno a la repercusión que las metodologías activas tienen en Twitter. Para ello, se ha llevado a cabo una investigación donde se utilizó la técnica de análisis de redes sociales, tanto en el análisis del tipo de mensaje como su representación gráfica. Las metodologías activas analizadas fueron el Aprendizaje basado en Proyectos (ABP), el Flipped Classroom y la Gamificación a través de los correspondientes hashtags, tuits y retuits. Los resultados nos permitieron conocer el grado de repercusión y análisis de las relaciones que se establecieron entre los diferentes usuarios de Twitter sobre metodologías activas, así como comprobar cuál de ellas posee una mayor relevancia, y qué o quiénes están detrás de este interés por las metodologías activas. Se concluye que, cuando un usuario adopta un papel protagonista retuiteando tuits de otras cuentas, favorece que los tuits y retuits propios sean más visibles y, a su vez, más retuiteados. Respecto a las estructuras de red que se configuran de cada metodología activa, cabe decir que no siguen un modelo único, aunque todos ellos se ajustan a la clasificación propuesta por Himelboim, Smith, Rainie, Shneiderman y Espina (2017).

show abstract

“…For authors Araujo & Slomski (2013), "the education of future professionals requires skills development, critical-thinking and reflesive ploblem-solving ability". Konopka (2015) proposes active learning as a technique that complements the traditional reading by its interactive nature and that teachers apply with the intention of maintaining student interest and creativity. Fernández (2006) states that teaching methods with the participation of students, where the responsibility for learning depends on their activity, engagement and commitment, are more formative than informative, as they generate a more in-depth, significant and long-lasting learning, facilitating the transfer to more heterogeneous contexts.…”

Section: Introductionmentioning

confidence: 99%

Roles and Groups Dynamic as a Systematic Approach to Improve Collaborative Learning in Classroom

Tierz¹,

Biedermann²

2015

View full text Add to dashboard Cite

University degrees currently have aspects in their curriculum such as the need to develop the students' abilities regarding teamwork, interpersonal skills and problems solving. For this reason, when making educational programming, the use of methodologies that include activities that encourage active student participation, can be of a great help. The proposal of Groups and Roles that is showed is based on the principles of active methodologies, in which the student takes an active role in their learning process, promoting a model that encourages him/her to reflect, analyze, draw conclusions, etc., seeking his/her involvement and commitment to make this process more formative. This work shows the results obtained after the application of this methodology in the lectures of the subjects from 1st, 2nd and 3rd Degree in Industrial Design and Product Development Engineering at the University of Zaragoza. With the development of these activities, the following aims have been achieved: detecting the mayor learning difficulties for the students; implementing the link between the contribution of contents of the subject, under study, and the further professional development of the students; developing students' creativity; encouraging the awareness towards quality within work; developing skills in interpersonal relations and increasing motivation at work. This dynamics even though it has required an important degree of involvement, both by students and teachers, has been a positive and enriching experience.

show abstract

Active Teaching and Learning Methodologies: Some Considerations

Cited by 101 publications

References 17 publications

The Learning by Discovery Guided: Implementation in a Framework for the Training of Future Trainers in Civil Engineering

The Learning by Discovery Guided: Implementation in a Framework for the Training of Future Trainers in Civil Engineering

Repercusión en Twitter de las metodologías activas ABP, Flipped Classroom y Gamificación

Roles and Groups Dynamic as a Systematic Approach to Improve Collaborative Learning in Classroom

Contact Info

Product

Resources

About