TEACHING TO LEARN: CURRENT TRENDS IN HIGHER EDUCATION
DOI:
https://doi.org/10.15359/praxis.77.6Keywords:
higher education, teaching, learning, epistemology, strategic learners, surface learners, deep learnersAbstract
The paper critically examines some current pedagogical methodologies, particularly those related to the so-called “deep”, “strategic” and “surface” learners. The paper discusses the pros and cons of the above typology and seeks to shed light on the theoretical and meth- odological connections in relation to student “profiles” and towards the achievement of the fundamental goals in higher education.
References
Referencias bibliográficas
Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press.
Bain, K. y Zimmerman, J. (2009). “Understanding Great Teaching”. En Peer Review, AA- C&U, Spring, pp. 9-12.
Light, B. y Cox, R. (2009). Learning and Teaching in Higher Education: The Reflective Pro- fessional. London: Sage Publications.
Marton, F.; Beatty, E. y Dall’Alba, G. (1993). Conceptions of learning, International Journal of Educational Research, 19, 277-300.
Marton, F.; Hounsell, D. y Entwistle, N. (2005). (Eds.). The Experience of Learning: Impli- cations for Teaching and Studying in Higher Education. Edinburgh: Scottish Academic Press.
Perkins, D. (2010) Making Learning Whole. San Francisco, CA: Wiley, John & Sons. Peirce, C. S. (1878). How to Make Our Ideas Clear. Popular Science Monthly, 12, 286-302.
Recuperado de
Prosser, M. y Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in
Higher Education. London: SRHE/Open University Press.
Wiggins, G. P. (2005) Understanding by Design. Cambridge, MA: Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
La revista trabaja bajo la Licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional; apartir de la publicación número 79 (2019); en publicaciones anteriores se trabajaba bajo una Licencia Atribución- No Comercial- Sin Derivadas 4.0 Internacional.
