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Análisis de una experiencia de aprendizaje basado en problemas en la asignatura de Fundamentos de física

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Análisis de una experiencia de aprendizaje basado en problemas en la asignatura de Fundamentos de física

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Planella, J.; Escoda, ML.; Suñol, JJ. (2009). Análisis de una experiencia de aprendizaje basado en problemas en la asignatura de Fundamentos de física. REDU. Revista de Docencia Universitaria. 7(2):1-16. https://doi.org/10.4995/redu.2009.6239

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/142076

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Title: Análisis de una experiencia de aprendizaje basado en problemas en la asignatura de Fundamentos de física
Secondary Title: Analysis of a problem based learning experience in a Fundamental Physics course
Author: Planella, Jesús Escoda, Maria Lluïsa Suñol, Joan Josep
Issued date:
Abstract:
[ES] La universidad debe formar titulados con perfiles que respondan a una demanda, activa, más interdisciplinaria y flexible. Titulados que asuman la formación continua y su adaptabilidad a la demanda socio-cultural, ...[+]


[EN] The university must form professionals with profiles that respond to a social demand active, more interdisciplinary and flexible. It must form people who assume the continuous formation and consider its adaptability ...[+]
Subjects: Self evaluation , Self learning , Competences , Problem based learning , Autoaprendizaje , Autoevaluación , Competencias , Aprendizaje basado en problemas
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
REDU. Revista de Docencia Universitaria. (issn: 1887-4592 ) (eissn: 1887-4592 )
DOI: 10.4995/redu.2009.6239
Publisher:
Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/redu.2009.6239
Type: Artículo

References

Allen, D.E.; Duch, B.J.; Groh, S.E. (1997). "The power of problem-based learning teaching introductory science courses". En L.Wilkerson y W.H. Gijselacrs. Bringing problem based learning to higher education: Theory and practice (pp 43-52). San Francisco: Jossey-Bass.

Aronson, E., Blaney, N., Stephan, C., Sikes, J., Snapp, M. (1978). The Jigsaw Classroom, Sage,

Branda, L.A. (1997) Implementing problem based learning. J.Dent. Educ., 54 (pp 548-549) [+]
Allen, D.E.; Duch, B.J.; Groh, S.E. (1997). "The power of problem-based learning teaching introductory science courses". En L.Wilkerson y W.H. Gijselacrs. Bringing problem based learning to higher education: Theory and practice (pp 43-52). San Francisco: Jossey-Bass.

Aronson, E., Blaney, N., Stephan, C., Sikes, J., Snapp, M. (1978). The Jigsaw Classroom, Sage,

Branda, L.A. (1997) Implementing problem based learning. J.Dent. Educ., 54 (pp 548-549)

Cohen, E.G. (1994). Designing groupwork: Estrategies for heterogeneous classrooms. New York: Teachers College Press

Doménech, F. (1999). La evaluación educativa Proceso Universitario/Aprendizaje Universitario. Universitas (pp133-175)

Johnson, D.W., Johnson, R.T., Smith, K.A. (1991). "Cooperative learning: Increasing College Faculty Instructional Productivity", ASHE-ERIC Higher Education Report, 4, George Washintong University

Mackinnon, M.M. (1996). "Core elements of student motivation in problem based learning". En M.Theall(Ed) Motivation from within: Approaches for encouraging faculty and students to excel (pp 49-58) San Francisco: Jossey-Bass

Markham, T; Mergendoller, Larmer J. (2003). Project Based Learning Handbook. (2Ed). Buck Institute for Education

Pedersen, S. (2003). Motivational orientation in a problem based learning environment. Journal of Interactive learning Research 14: (pp 51-77)

Rhem, J. (1998). "Problem based learning. An introduction". Disponible en http://www.ntlf.com/

Zabala, M.A (2001). Evaluación de los aprendizajes en la Universidad Didàctica Universitària. Madrid (pp 261-291)

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