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Problem-based learning and legal education–a case study in integrated experiential study

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Problem-based learning and legal education–a case study in integrated experiential study

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dc.contributor.author Grimes, Richard es_ES
dc.date.accessioned 2020-03-03T10:39:37Z
dc.date.available 2020-03-03T10:39:37Z
dc.date.issued 2015-03-28
dc.identifier.issn 1887-4592
dc.identifier.uri http://hdl.handle.net/10251/138156
dc.description.abstract [EN] This work describes the legal education system as it currently exists in England and Wales (the rest of the UK has a somewhat  different  structure)  and highlights perceived shortcomings in that system. It then goes on to address these and to suggest how learning and teaching can be improved by paying attention to form as well as content, particularly from the perspective of how legal education is delivered. The paper focuses on one particular approach to legal education, termed: problem-based learning (PBL). This forms the key means for study at one of the UK’s leading law schools. The rationale for and concept of PBL is explained  and  extensive  reference  is made to a wealth of source materials on the nature and effectiveness of such a learning medium. The implications for PBL in the context of experiential learning are also explored including the use of PBL  in  live-client  clinics.  The  chapter concludes with the suggestion that more interactive  or  ‘hands-on’  methods  of st es_ES
dc.description.abstract [ES] Este trabajo describe el Sistema de Estudios de Derecho tal y como es actualmente en Inglaterra y Gales (el resto del reino Unido tiene una estructura un tanto diferente) y subraya algunas fallas percibidas en este sistema. Por ello se trata de indicar dichas fallas y sugerir como el aprendizaje y la enseñanza pueden ser mejorados prestando atención a la forma así como al contenido, particularmente desde la perspectiva de cómo se imparten los estudios de Derecho. El trabajo se centra en un acercamiento particular a los estudios de Derecho, llamado: Aprendizaje Basado en Problemas (ABP). Este es el enfoque clave para el estudio en una de las escuelas de Derecho líder del Reino Unido. La razón de ser y el concepto del ABP es explicado y se hacen extensas referencias a la riqueza de las fuentes de recursos en la naturaleza y eficacia de dicho medio de aprendizaje. Las implicaciones del ABP en el contexto del aprendizaje experimental son también exploradas incluyendo el uso de ABP con caso es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Estudios de derecho es_ES
dc.subject Aprendizaje Basado en Problemas es_ES
dc.subject Aprendizaje experimental es_ES
dc.subject Legal education es_ES
dc.subject Problem-based learning es_ES
dc.subject Experiential learning es_ES
dc.subject Clinical legal education es_ES
dc.title Problem-based learning and legal education–a case study in integrated experiential study es_ES
dc.title.alternative Aprendizaje basado en problemas y educación jurídica – un estudio de caso en aprendizaje experiencial integrado es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2015.6451
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Grimes, R. (2015). Problem-based learning and legal education–a case study in integrated experiential study. REDU. Revista de Docencia Universitaria. 13(1):361-375. https://doi.org/10.4995/redu.2015.6451 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2015.6451 es_ES
dc.description.upvformatpinicio 361 es_ES
dc.description.upvformatpfin 375 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 13 es_ES
dc.description.issue 1 es_ES
dc.identifier.eissn 1887-4592
dc.relation.pasarela OJS\6451 es_ES
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