Cursos experimentales dentro de la cátedra de metodología del aprendizaje : un caso de experimentación pedagógica en el ámbito universitario
ABSTRACT: This article begins with the description of the experience in experimental courses with two or three voices, which were part of the research named pedagogical processes and their similarities, approximations, and comments, done by the Student Development Department of Universidad Eafi t in...
- Autores:
-
Vargas Betancur, Ana María
Lerner Matiz, Jeannette
Henao Galeano, Carlos Mario
Betancur Jiménez, Gloria Elena
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2006
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- spa
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/5667
- Acceso en línea:
- http://hdl.handle.net/10495/5667
- Palabra clave:
- Método psicoanalítico
Innovación pedagógica
Dificultades de aprendizaje
Proceso enseñanza-aprendizaje
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
| Summary: | ABSTRACT: This article begins with the description of the experience in experimental courses with two or three voices, which were part of the research named pedagogical processes and their similarities, approximations, and comments, done by the Student Development Department of Universidad Eafi t in 2003 and 2004. This experience was done with fi ve groups of the Learning Methodology course, which is taught to the students that have conditional registration because of diffi culties that in most of the cases has relation with the learning of basic sciences. The courses included three non common variables in the course: the simultaneity of two or three professors, the presence of a participant observer, and ethno-fi ction, with the purpose of observing its effect in the group’s dynamic and the teaching – learning process. The article then shows the analysis and the comments of the authors regarding these effects and the transference dynamics observed in the groups towards authority and the object of knowledge, in this case differential calculus; these aspects are recorded because of their importance to the research. At the end of the article there are comments about the method used in these courses, showing the most relevant elements in this experience and concrete proposals for the teaching of mathematics in higher education. |
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