Análise epistemológica sobre estratégias de aprendizagem que favorecem o processo de ensino-aprendizagem nos estudantes de ensino superior

This epistemological analysis of learning strategies that favour the teaching-learning process in higher education students, targets the whole university educational concept and the changes seen in recent times, in a significant period of scientific and technological development. The concept of educ...

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Bibliographic Details
Main Author: Lima Sousa, Carla Olivia
Format: Article
Language:Portuguese
Published: 2015
Subjects:
Online Access:https://dialnet.unirioja.es/servlet/oaiart?codigo=6207137
Source:SAPIENTIAE, ISSN 2183-5063, Vol. 1, Nº. 1, 2015 (Ejemplar dedicado a: JULHO-DEZEMBRO 2015), pags. 133-141
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Summary: This epistemological analysis of learning strategies that favour the teaching-learning process in higher education students, targets the whole university educational concept and the changes seen in recent times, in a significant period of scientific and technological development. The concept of education in its definition, learning and knowledge are no longer the main objective of higher education. New aspects have become important, such as learning to know one’s self and learning that the process of knowledge acquisition is a complex one, with methodologies and pedagogies associated to education, psychology and to all the changes part of transformations that arise in higher education. Teaching methods are ways in which teachers work strategic actions and procedures, with the aim of organizing activities that enable students to achieve the objectives of a particular subject. They result in the establishment of knowledge, as well as the development of students’ cognitive abilities. Therefore, teaching strategies are the key components of the method, where there is planning and the definition of a work plan.