Arriving at comprehension
The path to understanding is a different path in each particular situation. It can be long or short, straight or winding, fast or slow. It can be continuous or interrupted. There are no formulas or recipes that are valid for everyone, not even for the same person. What can be generalized is that eve...
- Autores:
-
Saldarriaga, Pilar Posada
- Tipo de recurso:
- Fecha de publicación:
- 2011
- Institución:
- Universidad EAFIT
- Repositorio:
- Repositorio EAFIT
- Idioma:
- spa
- OAI Identifier:
- oai:repository.eafit.edu.co:10784/24205
- Acceso en línea:
- http://hdl.handle.net/10784/24205
- Palabra clave:
- EAFIT Children's University
constructivism
actuve laerning
learning styles
el camino de la comprensión del niño
la tarea de la Universidad de los Niños
actividades
formulas
persona
comprender
gozo intelectual
tarea,
- Rights
- License
- Copyright (c) 2011 Pilar Posada
| id |
REPOEAFIT2_e1321b21ed907f2d21f936d8559f827d |
|---|---|
| oai_identifier_str |
oai:repository.eafit.edu.co:10784/24205 |
| network_acronym_str |
REPOEAFIT2 |
| network_name_str |
Repositorio EAFIT |
| repository_id_str |
|
| spelling |
Medellín de: Lat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degrees Long: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees2011-11-012020-10-23T14:16:40Z2011-11-012020-10-23T14:16:40Z2322-8687http://hdl.handle.net/10784/24205The path to understanding is a different path in each particular situation. It can be long or short, straight or winding, fast or slow. It can be continuous or interrupted. There are no formulas or recipes that are valid for everyone, not even for the same person. What can be generalized is that everyone must go through it in order to reach what, otherwise, is always a transitory place. Never definitive.El camino a la comprensión es un camino diferente en cada situación particular. Puede ser largo o corto, recto o sinuoso, rápido o lento. Puede ser continuo o interrumpido. No hay fórmulas ni recetas válidas para todos, ni siquiera para una misma persona. Lo que sí puede generalizarse es que cada uno debe recorrerlo para poder llegar a lo que, por lo demás, siempre es un lugar transitorio. Jamás definitivo.application/pdfspaUniversidad EAFITCopyright (c) 2011 Pilar PosadaAcceso abiertohttp://purl.org/coar/access_right/c_abf2Revista Catalejo, Núm. 4 (2011)Arriving at comprehensionLlegar a la comprensiónarticleinfo:eu-repo/semantics/articlepublishedVersioninfo:eu-repo/semantics/publishedVersionArtículohttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1EAFIT Children's Universityconstructivismactuve laerninglearning stylesel camino de la comprensión del niñola tarea de la Universidad de los Niñosactividadesformulaspersonacomprendergozo intelectualtarea,Saldarriaga, Pilar PosadaEquipo Universidad de los niñosRevista Catalejo41313THUMBNAILpiezas_catalejo-02.jpgpiezas_catalejo-02.jpgimage/jpeg51211https://repository.eafit.edu.co/bitstreams/0bd89967-d1b5-45c9-a756-514f54950e89/downloadee345952ad97990f7dc45a5c05525c95MD51ORIGINAL6664-Texto del artículo-22435-1-10-20201021.pdf6664-Texto del artículo-22435-1-10-20201021.pdfTexto completo PDFapplication/pdf667583https://repository.eafit.edu.co/bitstreams/9e5a2a5b-8168-4dfd-a7c5-53323b7e96e8/download01027516c543c6ef632b0921a870041bMD52articulo - copia (5).htmlarticulo - copia (5).htmlTexto completo HTMLtext/html381https://repository.eafit.edu.co/bitstreams/fa27e3fd-6be3-4fc3-9ae1-8b7b17ec59d6/download97084c3d293de28ab1bd7fdd2c245ac2MD5310784/24205oai:repository.eafit.edu.co:10784/242052020-12-08 12:30:12.476open.accesshttps://repository.eafit.edu.coRepositorio Institucional Universidad EAFITrepositorio@eafit.edu.co |
| dc.title.eng.fl_str_mv |
Arriving at comprehension |
| dc.title.spa.fl_str_mv |
Llegar a la comprensión |
| title |
Arriving at comprehension |
| spellingShingle |
Arriving at comprehension EAFIT Children's University constructivism actuve laerning learning styles el camino de la comprensión del niño la tarea de la Universidad de los Niños actividades formulas persona comprender gozo intelectual tarea, |
| title_short |
Arriving at comprehension |
| title_full |
Arriving at comprehension |
| title_fullStr |
Arriving at comprehension |
| title_full_unstemmed |
Arriving at comprehension |
| title_sort |
Arriving at comprehension |
| dc.creator.fl_str_mv |
Saldarriaga, Pilar Posada |
| dc.contributor.author.spa.fl_str_mv |
Saldarriaga, Pilar Posada |
| dc.contributor.affiliation.spa.fl_str_mv |
Equipo Universidad de los niños |
| dc.subject.keyword.eng.fl_str_mv |
EAFIT Children's University constructivism actuve laerning learning styles |
| topic |
EAFIT Children's University constructivism actuve laerning learning styles el camino de la comprensión del niño la tarea de la Universidad de los Niños actividades formulas persona comprender gozo intelectual tarea, |
| dc.subject.keyword.spa.fl_str_mv |
el camino de la comprensión del niño la tarea de la Universidad de los Niños actividades formulas persona comprender gozo intelectual tarea, |
| description |
The path to understanding is a different path in each particular situation. It can be long or short, straight or winding, fast or slow. It can be continuous or interrupted. There are no formulas or recipes that are valid for everyone, not even for the same person. What can be generalized is that everyone must go through it in order to reach what, otherwise, is always a transitory place. Never definitive. |
| publishDate |
2011 |
| dc.date.issued.none.fl_str_mv |
2011-11-01 |
| dc.date.available.none.fl_str_mv |
2020-10-23T14:16:40Z |
| dc.date.accessioned.none.fl_str_mv |
2020-10-23T14:16:40Z |
| dc.date.none.fl_str_mv |
2011-11-01 |
| dc.type.eng.fl_str_mv |
article info:eu-repo/semantics/article publishedVersion info:eu-repo/semantics/publishedVersion |
| dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.local.spa.fl_str_mv |
Artículo |
| status_str |
publishedVersion |
| dc.identifier.issn.none.fl_str_mv |
2322-8687 |
| dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/10784/24205 |
| identifier_str_mv |
2322-8687 |
| url |
http://hdl.handle.net/10784/24205 |
| dc.language.iso.none.fl_str_mv |
spa |
| language |
spa |
| dc.rights.eng.fl_str_mv |
Copyright (c) 2011 Pilar Posada |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.local.spa.fl_str_mv |
Acceso abierto |
| rights_invalid_str_mv |
Copyright (c) 2011 Pilar Posada Acceso abierto http://purl.org/coar/access_right/c_abf2 |
| dc.format.none.fl_str_mv |
application/pdf |
| dc.coverage.spatial.none.fl_str_mv |
Medellín de: Lat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degrees Long: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees |
| dc.publisher.spa.fl_str_mv |
Universidad EAFIT |
| dc.source.spa.fl_str_mv |
Revista Catalejo, Núm. 4 (2011) |
| institution |
Universidad EAFIT |
| bitstream.url.fl_str_mv |
https://repository.eafit.edu.co/bitstreams/0bd89967-d1b5-45c9-a756-514f54950e89/download https://repository.eafit.edu.co/bitstreams/9e5a2a5b-8168-4dfd-a7c5-53323b7e96e8/download https://repository.eafit.edu.co/bitstreams/fa27e3fd-6be3-4fc3-9ae1-8b7b17ec59d6/download |
| bitstream.checksum.fl_str_mv |
ee345952ad97990f7dc45a5c05525c95 01027516c543c6ef632b0921a870041b 97084c3d293de28ab1bd7fdd2c245ac2 |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Institucional Universidad EAFIT |
| repository.mail.fl_str_mv |
repositorio@eafit.edu.co |
| _version_ |
1808498903225466880 |