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Conhecimento do mundo : explorar e descobrir o mundo físico na creche e no jardim de infância

Lomba, Marisa Filipa Pimenta
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em //2013 POR
Relevância na Pesquisa
55.84%
Relatório de estágio de mestrado em Educação Pré-escolar; Este relatório apresenta o projeto de intervenção pedagógica desenvolvido nos contextos de creche e jardim de infância no âmbito da Unidade Curricular, Prática de Ensino Supervisionada, inserida no plano de estudos do Mestrado em Educação Pré-Escolar, da Universidade do Minho, que permitiu proporcionar às crianças um conjunto de atividades relacionadas com a abordagem ao conhecimento do mundo físico. O projeto de intervenção num e noutro contexto partiu da observação e interação com o grupo de crianças e reflexão com as educadoras cooperantes, estes processos permitiram conhecer e compreender o contexto educativo, identificar os interesses e necessidades das crianças e desenvolver uma intervenção pedagógica intencional, sustentada nos mesmos, assim como, promover um ambiente de aprendizagem ativa. O projeto desenvolvido em ambos os contextos foi resultado dos interesses das crianças, desta forma o projeto visou responder aos mesmos, ampliando a sua curiosidade e desejo de saber mais acerca do mundo físico, através da criação de oportunidades de exploração, experimentação e descoberta, desenvolvendo uma aprendizagem ativa. No jardim de infância as estratégias pedagógicas relacionaram-se com o desenvolvimento de atividades experimentais e a inclusão de uma área das ciências e experiências. As crianças tiveram oportunidade de explorar...

Electrical circuit analysis and technical english: articulation in a project-based learning environment

Oliveira, José Manuel; Branco, Denise; Oliveira, João Pedro Estima de
Fonte: Universidade de São Paulo Publicador: Universidade de São Paulo
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
55.85%
This paper describes the integration of Electrical Circuit Analysis and Technical English in the same curricular module, in the context of a Project Based Learning (PBL) environment. The idea consists in taking advantage of the PBL setting to provide a context for the learning of the two different subjects in an articulated manner. The results of the evaluation of the first iteration of this experiment will also be discussed.

The role of four-hour blocks in promoting active learning strategies: the impressions of students and teachers

Nunes de Oliveira, J. M.
Fonte: SEFI Publicador: SEFI
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
66.07%
The technological degrees offered at the Polytechnic School of Águeda – University of Aveiro have been organized, since 2001, around a project-based learning environment [1]. One of the features of the curriculum implementation is that courses’ contact hours are not divided in several types of classes, as in traditional learning environments. Following an idea adapted from the Aalborg model [2], all courses are taught in four-hour blocks that can be organized differently according to the course, or the learning needs at any stage of the process, thus enhancing flexibility and allowing for reorganization of the provision for teaching according to students’ needs. This format was also meant to encourage the adoption of active learning strategies within the classroom, since traditional lectures in such a format would be little less than excruciating. This article describes an investigation into the “on the field” experience of both students and teachers with these four-hour blocks. The research questions were: How are four-hour classes being implemented “on the field”? What are the advantages and disadvantages of this format? Does the format actually foster the implementation of active learning strategies? Discussion sessions were organized for three groups of students...

Collaborative E-learning Methodologies: an Experience of Active Knowledge in ICT Classrooms

Simões, Dora; Pinheiro, Margarida M.
Fonte: SIVECO Romania S.A. Publicador: SIVECO Romania S.A.
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
55.98%
In the present study we highlight a specific environment that makes use of collaborative technological tools, like wikis and forums within an e-learning platform. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The general goal of this paper is to contribute for the theoretical discussion on how active and collaborative experiences in ICT classrooms play a role on the construction of knowledge in HEIs. Based on the pointed outlines, we intend to: (1) understand how collaborative e-learning environments get students actively involved in the learning process;(2) perspective the role of collaborative tools at the level of group work and (3) find out how students assess their performance within a working group. Data was collected through questionnaires available on the e-learning platform Moodle. Descriptive statistical techniques were used to analyze quantitative data. Within the research questions proposed, the study, points towards some understanding of how a collaborative learning environment seems to get students actively involved in the learning process mainly if the tasks to be perform have an empirical component. The study also has shown that students seem to identify themselves with the need to be involved in simulations of their future professional activity...

Constructing knowledge: an experience of active and collaborative learning in an ICT classroom

Simões, Dora; Pinheiro, Margarida M.
Fonte: TOJET Publicador: TOJET
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
55.97%
This paper reports on the impact of the implementation of active and collaborative practices in ICT (information and communication technologies) classrooms. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The question is: how do you do all that? This research describes a specific environment that makes use of collaborative tools, like wikis and forums within an e-learning platform and of specific CRM (customer relationship management) software. In order to analyze how this learning environment gets learners actively involved in learning and working together in productive ways, students were surveyed by responding to questionnaires. Several cause-effect relations underlying the teaching-learning methodology and the students’ performance are discussed.

B-learning: impacto no desenvolvimento de competências no ensino superior politécnico

Morais, Nídia; Cabrita, Isabel
Fonte: Universidade de Aveiro Publicador: Universidade de Aveiro
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
55.85%
Os ambientes virtuais de aprendizagem poderão constituir-se como soluções bastante interessantes, capazes de complementar o ensino presencial e de favorecer uma participação mais ativa e autónoma do aluno durante o processo de aprendizagem, consonante com o espírito de Bolonha. Neste contexto, desenvolveu-se um estudo com o intuito de se avaliar o impacto de um ambiente virtual, complementar de sessões presenciais, no desenvolvimento de competências transversais e específicas num grupo de alunos do ensino superior. Os resultados obtidos permitem concluir positivamente sobre a adoção de ambientes virtuais, sobretudo pelas vantagens identificadas a nível da interação, bem como a nível do acesso a conteúdos e serviços.; Virtual learning environments may constitute themselves as very interesting solutions, capable of fulfilling presential education scenarios and promoting more active student participation, in accordance to the Bologna education model. Taking this into consideration, a study was developed with the main goal of evaluating the impact of a virtual learning environment in the development of transversal and specific skills in a group of students at a higher education level. The gathered data allowed us to draw positive conclusions about the use of virtual learning environments...

Ambiente virtual de aprendizagem num contexto de b-learning

Morais, Nídia; Cabrita, Isabel
Fonte: IEEE, Sociedad de Educación: Capítulos Español, Portugués y Colombiano Publicador: IEEE, Sociedad de Educación: Capítulos Español, Portugués y Colombiano
Tipo: Parte de Livro
POR
Relevância na Pesquisa
55.85%
Os ambientes virtuais de aprendizagem poderão constituir-se como soluções bastante interessantes, capazes de complementar o ensino presencial e de favorecer uma participação mais ativa e autónoma do aluno durante o processo de aprendizagem, consonante com o espírito de Bolonha. Neste contexto, desenvolveu-se um estudo com o intuito de se avaliar o impacto de um ambiente virtual, complementar de sessões presenciais, no desenvolvimento de competências transversais e específicas num grupo de alunos do ensino superior. Os resultados obtidos permitem concluir positivamente sobre a adoção de ambientes virtuais, sobretudo pelas vantagens identificadas a nível da interação, bem como a nível do acesso a conteúdos e serviços.; Virtual learning environments may constitute themselves as very interesting solutions, capable of fulfilling presential education scenarios and promoting more active student participation, in accordance to the Bologna education model. Taking this into consideration, a study was developed with the main goal of evaluating the impact of a virtual learning environment in the development of transversal and specific skills in a group of students at a higher education level. The gathered data allowed us to draw positive conclusions about the use of virtual learning environments...

Does the Transition to an Active-Learning Environment for the Introductory Course Reduce Students’ Overall Knowledge of the Various Disciplines in Biology?

Simurda, Maryanne C.
Fonte: American Society of Microbiology Publicador: American Society of Microbiology
Tipo: Artigo de Revista Científica
Publicado em 03/05/2012 EN
Relevância na Pesquisa
55.81%
As biology education is being redesigned toward an interdisciplinary focus and as pedagogical trends move toward active-learning strategies and investigative experiences, a restructuring of the course content for the Introductory Biology course is necessary. The introductory course in biology has typically been a survey of all the biosciences. If the total number of topics covered is reduced, is the students’ overall knowledge of biology also reduced? Our introductory course has been substantially modified away from surveying the biological sciences and toward providing a deep understanding of a particular biological topic, as well as focusing on developing students’ analytical and communication skills. Because of this shift to a topic-driven approach for the introductory course, we were interested in assessing our graduating students’ overall knowledge of the various biological disciplines. Using the Major Field Test - Biology (Educational Testing Service (ETS), Princeton, NJ), we compared the test performance of graduating students who had a traditional lecture-based introductory course to those who had a topic-driven active-learning introductory course. Our results suggest that eliminating the traditional survey of biology and...

Improving learning environment at different academic Levels throughout guided weekly reflection papers

Quintanilla, María-Gloria; Copa-Patiño, José-Luis; Guerrero, Antonio; González-Santander, Marta; Hernández, Nieves; Arias, María-Selma; Peña, María-Angeles
Fonte: Universidade de Alcalá Publicador: Universidade de Alcalá
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
ENG
Relevância na Pesquisa
55.84%
A group of lecturers from different teaching areas at Alcalá University concern by Innovative Education had implemented during four academic years a learning tool based on “reflective weekly papers”. With the experience gained in this process we have carried out an essential modification in the procedure which provides the students the possibility of a more active and participative learning called Guided Weekly Reflective Papers. In this communication we present the adaptation of this educational method for the first time as a valuable strategy for improving the learning environment in secondary schools, as an extension of its implementation at the University level and as a contribution to the integral formation and meaningful learning of the secondary level students.

The Impact of a Multi-user Virtual Environment on Teacher Instructional Time, Voluntary Student Writing Practice, and Student Writing Achievement

Warren, Scott Joseph
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
55.94%
Thesis (PhD) - Indiana University, School of Education, 2006; Two major obstacles to using PBL methods in K-12 classrooms are the time it takes to design the rich learning environment and the time required for students to interact at their own pace with ill-structured problems. The focus of this study was to determine whether game-design design principles can be used to both compliment a digital PBL environment and improve student learning. Further, this study sought to determine whether such a design could allow teachers to act as a challenger of poorly developed knowledge constructs instead of as a font of directional and procedural knowledge for students To answer these questions a digital learning environment was designed that used embedded scaffolds, nested goals, clue trails, narrative context, and explicit rules to improve student writing. This unit was part of a larger multi-user virtual environment, but was designed to be a self-contained unit that leveraged advanced technologies to establish an immersive experience for learning writing skills. The unit was designed to be two-times per week for four weeks in total length which included student training on the active role of a reporter who investigated mysteries taking place in a virtual town. The learner then composed feature stories relating their understanding of the mystery. A comparison class was recruited and the teacher was observed teaching the same content and skill standards but through more didactic methods of instruction. The results of this study showed that the treatment condition had decreases in teacher time spent answering procedural and directional questions...

Arquitetura para suporte a aplicações ubíquas que viabilizam a criação de um ambiente de aprendizado ativo em sala de aula; Architecture to support ubiquitous applications that enable the creation of an active learning environment in the classroom

Ricardo Edgard Caceffo
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 26/02/2015 PT
Relevância na Pesquisa
56.1%
O modelo do Aprendizado Ativo defende uma maior participação, motivação e colaboração entre os alunos no ambiente de ensino e aprendizagem. Usualmente o Aprendizado Ativo é suportado através de elementos tecnológicos, como os sistemas de resposta em sala de aula. Neste ambiente, o professor propõe aos alunos questões de múltipla escolha, que são respondidas através de clickers, sendo os dados organizados por um software gerenciado pelo professor. Ocorre que, apesar do crescente desenvolvimento da tecnologia, este suporte ainda é limitado, não considerando variáveis importantes do contexto, histórico e ambiente de ensino e aprendizagem, apresentando ainda problemas em sua aplicação, como a distração dos alunos. Nesta tese é proposta uma Arquitetura Ubíqua de Suporte ao Aprendizado Ativo (AUSAA), em que é desenvolvido um framework para promoção do Aprendizado Ativo através do uso de dispositivos móveis. A AUSAA incorpora elementos da Computação Ubíqua, como sensibilidade ao contexto, localização e análise do histórico dos usuários, permitindo a criação de funcionalidades que se adaptam ao ambiente e necessidades dos participantes. A AUSAA suporta ainda o modelo de estilos de aprendizagem de Felder & Silverman...

Ferramenta de apoio para o aprendizado ativo usando dispositivos com caneta eletronica; Tool for support to active learning using pen-based devices

Ricardo Edgard Caceffo
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 09/03/2009 PT
Relevância na Pesquisa
55.96%
Atualmente existe uma tendência cada vez maior para a inclusão de dispositivos computacionais em sala de aula, disponibilizados com o intuito de melhorar o aprendizado e as práticas de ensino. Entretanto, o uso desses dispositivos não deve ser feito de forma indiscriminada, devendo ser, ao contrário, fundamentado em práticas e modelos educacionais previamente elaborados e validados. Um desses modelos é o denominado aprendizado ativo, construtivista por natureza, cujo objetivo é permitir aos estudantes terem um papel ativo em seu próprio processo de aprendizado. O modelo prevê a construção de um ambiente em que haja uma maior interação dos alunos tanto com colegas como com o professor, por meio de atividades e dinâmicas que estimulem esse tipo de comportamento. Neste contexto, a tecnologia pode ter um papel fundamental como facilitadora e em alguns caso viabilizadora dessas características de interação. Por exemplo a caneta eletrônica, presente em dispositivos móveis como o Tablet PC, possibilita o registro natural do processo de desenvolvimento do pensamento e raciocínio, com a vantagem de permitir o uso conjunto de ferramentas que possibilitem um rápido e fácil arquivamento, distribuição, análise e comparação do material por ela registrado. Nesse contexto...

O conhecimento do mundo físico : explorar e experimentar na creche e no jardim de infância

Costa, Sandra Manuela Pereira da
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em //2013 POR
Relevância na Pesquisa
55.85%
Relatório de estágio de mestrado em Educação Pré-escolar; O presente relatório diz respeito ao projeto de intervenção resultante do estágio em contexto de creche e de jardim de infância, no âmbito da Unidade Curricular Prática de Ensino Supervisionada (PES), do Mestrado em Educação Pré-Escolar, no qual se procurou proporcionar um maior número de oportunidades para as crianças realizarem atividades relacionadas com o conhecimento do mundo físico. Assim, através de uma observação atenta e, em diálogo com as educadoras cooperantes procurou-se dar significado aos interesses demonstrados pelas crianças acerca de fenómenos naturais relacionados com o mundo que as rodeia. Estas apresentavam uma curiosidade natural por tudo o que as rodeava, o que favoreceu a criação de um ambiente de aprendizagem ativa para poder responder a esses interesses. No jardim de infância foram desenvolvidas atividades experimentais, nas quais as crianças tiveram a oportunidade de explorar e fazer novas descobertas recorrendo aos diferentes materiais existentes para as respetivas experiências e foi possível criar um novo espaço na sala – a área das ciências – para favorecer o interesse e o gosto pelas ciências. Na creche foram proporcionadas...

Collaborative methodologies: an experience of active knowledge in ICT classrooms

Pinheiro, Margarida M.; Simões, Dora
Fonte: Transilvania University of Brasov Publicador: Transilvania University of Brasov
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
55.97%
In the present study we highlight a specific environment that makes use of collaborative technological tools, like wikis and forums within an e-learning platform. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The general goal of this paper is to contribute for the theoretical discussion on how active and collaborative experiences in ICT classrooms play a role on the construction of knowledge in HEIs. Based on the pointed outlines, we intend to: (1) understand how collaborative e-learning environments get students actively involved in the learning process; (2) perspective the role of collaborative tools at the level of group work and (3) find out how students assess their performance within a working group. Data was collected through questionnaires available on the e-learning platform Moodle. Descriptive statistical techniques were used to analyze quantitative data. Within the research questions proposed, the study, points towards some understanding of how a collaborative learning environment seems to get students actively involved in the learning process mainly if the tasks to be perform have an empirical component. The study also has shown that students seem to identify themselves with the need to be involved in simulations of their future professional activity...

Towards e-learning 2.0: case study of an e-learning environment

Queirós, Ricardo; Oliveira, Lino; Pinto, Mário; Silva, Cândida
Fonte: Academic Publishing Publicador: Academic Publishing
Tipo: Conferência ou Objeto de Conferência
Publicado em //2010 ENG
Relevância na Pesquisa
55.89%
In these days the learning experience is no longer confined within the four walls of a classroom. Computers and primarily the internet have broadened this horizon by creating a way of delivering education that is known as e-learning. In the meantime, the internet, or more precisely, the Web is heading towards a new paradigm where the user is no longer just a consumer of information and becomes an active part in the communication. This two-way channel where the user takes the role of the producer of content triggered the appearance of new types of services such as Social Networks, Blogs and Wikis. To seize this second generation of communities and services, educational vendors are willing to develop e-learning systems focused on the new and emergent users needs. This paper describes the analysis and specification of an e-learning environment at our School (ESEIG) towards this new Web generation, called PEACE – Project for ESEIG Academic Environment. This new model relies on the integration of several services controlled by teachers and students such as social networks, repositories libraries, e-portfolios and e-conference sytems, intelligent tutors, recommendation systems, automatic evaluators, virtual classrooms and 3D avatars.

Active Imitation Learning via Reduction to I.I.D. Active Learning

Judah, Kshitij; Fern, Alan; Dietterich, Thomas G.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 16/10/2012
Relevância na Pesquisa
55.95%
In standard passive imitation learning, the goal is to learn a target policy by passively observing full execution trajectories of it. Unfortunately, generating such trajectories can require substantial expert effort and be impractical in some cases. In this paper, we consider active imitation learning with the goal of reducing this effort by querying the expert about the desired action at individual states, which are selected based on answers to past queries and the learner's interactions with an environment simulator. We introduce a new approach based on reducing active imitation learning to i.i.d. active learning, which can leverage progress in the i.i.d. setting. Our first contribution, is to analyze reductions for both non-stationary and stationary policies, showing that the label complexity (number of queries) of active imitation learning can be substantially less than passive learning. Our second contribution, is to introduce a practical algorithm inspired by the reductions, which is shown to be highly effective in four test domains compared to a number of alternatives.; Comment: Appears in Proceedings of the Twenty-Eighth Conference on Uncertainty in Artificial Intelligence (UAI2012)

Information and Communication Technologies a Support for Active Learning of Portuguese Language in Higher Education; Tecnologias da informação e comunicação como suporte à aprendizagem ativa de língua portuguesa no ensino superior

Marquesi, Sueli Cristina; Silveira, Ismar Frango
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 30/06/2015 POR
Relevância na Pesquisa
65.92%
O presente artigo tem por objetivo principal discutir o ensino de Língua Portuguesa, em uma abordagem que relaciona princípios teóricos das Metodologias Ativas de Aprendizagem e da Análise Textual dos Discursos, tendo como suporte as Tecnologias da Informação e da Comunicação. Tomando por base, principalmente, estudos desenvolvidos por Bransford et al. (2000), Greus (2008) e por Adam (2011), será discutida uma unidade de conteúdo da disciplina Língua Portuguesa, em que sequências expositivas e descritivas constroem-se de forma a proporcionar a aprendizagem ativa em ambiente virtual de aprendizagem. Para tanto, trar-se-á para a discussão uma unidade temática destinada a estudantes de primeiro ano de Graduação de uma universidade da cidade de São Paulo, componente de uma disciplina trabalhada a distância.; This paper aims to discuss the teaching of Portuguese Language, following an approach that combines theoretical principles of Active Learning Methodologies with Textual Discourse Analysis, having as support the Information and Communication Technologies. Based on studies carried mainly by Bransford et al. (2000), Greus (2008) and Adam (2011), a learning unit of Portuguese Language course will be discussed, in which expositive and descriptive sequences are built in order to provide active learning in a virtual learning environment. To reach this goal...

Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment

Young-Lovell, Juiann
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
55.9%
Today, there are educational institutions whose offerings highlight the value of a blended learning experience. Such organizations design their curricula to enhance students' knowledge, skills and attitudes. These institutions integrate several elements into the learning experience. The subject mater is taught, provision is made for students to practice and this all takes place in the traditional or virtual classroom or in a real world setting. Instructional practice is the bridge between the student and the teacher. At the Barbados Community College Hospitality Institute (BCCHI), there is no evidence that the faculty has conducted formal assessment of the organisation's instructional practices and no evidence of the existence of a review and improvement system of their instructional practice. This document examines one element of the learning environment - instructional strategies- at the (BCCHI) and seeks to present how best it facilities student learning. This study has the distinct aim of acquiring a better understanding of instructional practice at BCCHI and its influences on student learning. To this end a survey was conducted among 65 students, 21 instructors and the administration of the Institute. Findings of the study show that a coherent approach to instructional practice exists. Teachers are aware of the general knowledge...

Technology enhanced distance learning utilising Sakai CLE and Adobe Connect Pro

McCourty, Juley; Risquez, Angelica
Fonte: IGI Global Publicador: IGI Global
Tipo: info:eu-repo/semantics/bookPart; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
75.98%
peer-reviewed; On-line environments have been incorporated in the Distance learning programmes of the International Equine Institute (IEI) in order to address concerns about streamlining assessment turn-around, distance student attendance at tutorials, providing more detailed and quicker assignment feedback, student peer interaction, student to tutor1 interaction and, of course, student support. The overriding concern was to provide a more flexible, active learning environment to develop and enhance learning opportunities while, concurrently, integrating more closely the learning activities of the student with the University of Limerick (UL) community. The impetus, therefore, was to make studies convenient and attractive to the location of the distance student, while maintaining educational quality through the provision of pedagogical innovations and at the same time providing a social and interactive environment to support the distance student. In so doing, the IEI uses the collaborative learning environment (CLE) Sakai (www.Sakaiproject.org) to support the distance student and also utilises Adobe Connect Pro™ to deliver on-line synchronous desktop-to-desktop tutorials. This chapter outlines aspects drawn from our experiences with the on-line support and delivery of distance learning programmes. Throughout...

The powerful learning environment and history learners in the Free State Province

Moreeng,Boitumelo B; du Toit,Erna
Fonte: Yesterday and Today Publicador: Yesterday and Today
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/10/2013 EN
Relevância na Pesquisa
66%
The Curriculum and Assessment Policy Statement for History (2011) encourages an active and critical approach to learning. This principle requires History teachers to structure learning environments that will enable active learner participation and meaningful learning. This article reports on a quantitative research study conducted in schools in the Free State Province to establish the extent to which History learners are exposed to the different characteristics of a powerful learning environment (PLE) as espoused by both De Corte and Masui (2004) and Donovan and Bransford (2005). Findings revealed that History learners are exposed to the different aspects of PLEs, albeit at different levels.