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...
Saved in:
| Main Author: | |
|---|---|
| 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 |
| Tags: |
Add Tag
No Tags: Be the first to tag this record
|
| 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. |
|---|