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dc.contributor.author | Santamarina-Campos, Virginia | es_ES |
dc.contributor.author | Carabal-Montagud, María-Ángeles | es_ES |
dc.contributor.author | Esgueva-Lopez, Maria-Victoria | es_ES |
dc.contributor.author | Taroncher-Ballestero, José-Manuel | es_ES |
dc.date.accessioned | 2020-10-23T06:16:49Z | |
dc.date.available | 2020-10-23T06:16:49Z | |
dc.date.issued | 2020-04-10 | |
dc.identifier.isbn | 9788490487990 | |
dc.identifier.uri | http://hdl.handle.net/10251/153053 | |
dc.description.abstract | [EN] The theory of constructivist learning, also known as discovery learning is a learning methodology in which the student instead of receiving the content passively, discovers the concepts and their relationships and rearranges them to adapt them to their cognitive scheme . This method transforms students into protagonists of the learning process, who develop research skills through an inductive method. Therefore, it is configured as an ideal tool to situate students in a sociocultural dimension, favoring the understanding of the appearance and socio-historical construction of the concept of cultural heritage taking into account the transformations of late modernity and the new current situation defined as globalization This work aims to assess the degree of acceptance and satisfaction of students, in relation to the process of implementation of learning by discovery, through anonymous surveys in which the different strategies and tools used in this methodology are analyzed, with the aim of improving and optimize the design of the programming. | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Innovation | es_ES |
dc.subject | Teaching Technologies | es_ES |
dc.subject | Documentation | es_ES |
dc.subject | Discovery learning | es_ES |
dc.subject | Inductive reasoning | es_ES |
dc.subject | Inductive thinking | es_ES |
dc.subject | Inductive strategy | es_ES |
dc.subject | Guided discovery | es_ES |
dc.subject | Evaluation | es_ES |
dc.subject | Cultural heritage | es_ES |
dc.subject | EICEAFA-Reality | es_ES |
dc.title | Evaluation of discovery learning in the field of cultural heritage | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/INN2019.2019.10025 | |
dc.rights.accessRights | Abierto | es_ES |
dc.contributor.affiliation | Universitat Politècnica de València. Departamento de Conservación y Restauración de Bienes Culturales - Departament de Conservació i Restauració de Béns Culturals | es_ES |
dc.contributor.affiliation | Universitat Politècnica de València. Facultad de Bellas Artes - Facultat de Belles Arts | es_ES |
dc.description.bibliographicCitation | Santamarina-Campos, V.; Carabal-Montagud, M.; Esgueva-Lopez, M.; Taroncher-Ballestero, J. (2020). Evaluation of discovery learning in the field of cultural heritage. Editorial Universitat Politècnica de València. 11-19. https://doi.org/10.4995/INN2019.2019.10025 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | INNODOCT 2019 | es_ES |
dc.relation.conferencedate | Diciembre 16-17,2019 | es_ES |
dc.relation.conferenceplace | Valencia, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/INNODOCT/INN2019/paper/view/10025 | es_ES |
dc.description.upvformatpinicio | 11 | es_ES |
dc.description.upvformatpfin | 19 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\10025 | es_ES |