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''(discussion will come here)'' ~~green:(Xavi)~~ (Pili) ~~#FF0000: Alguns punts que es podrien discutir: Aventatges i capacitats que proporcionen els diferents tipus de treballs (buscar bibliografia) i relacionar.ho amb l'esforç en temps que li costa a l'alumne i al profesor. Aventatges del us de plataformes Web (referint per exemple el que tenim de l'uniwiki mes altre bibibliografia) en relació al temps que comporten. Tambe eh trobat dos paragrafs que podrien servir per discutir la utilitat de una sesio de tutoria a clase (de grup) a mitat del treball. He he marcat en negreta les frases que em semblen mes adients i he posat el paragraf senser perque es pogui entendre el contexte. Si us interesa tinc els pdf dels articles (ja afegire la bibliografia si hi creieu oportu~~) Cita literal de Wallace 2003 Owens assumed that if students found interesting information about science on the Internet, their interest in learning about the science would increase. In practice, the students were interested in content on the Internet, but Owens felt that their interest did not translate into an interest in the detailed nuclear chemistry she later presented. For Owens herself, the information she found on the Internet piqued her interest in science, and she assumed the same would happen for her students. She did not consider techniques for converting their interest in specific Internet information into an interest in nuclear chemistry. This is an interesting pedagogical problem that arises across subjects: how do you turn an interesting real world problem or issue into an opportunity to learn content? This problem has emerged repeatedly in efforts to reform both mathematics and science education, as problems that have a real world component are inserted into the curriculumas if they could cause student engagement with the mathematics or science (Cohen & Ball, 1990; Edelson, 1998). __Yet, research suggests, and this study confirms, that a task or problem is neither motivating nor engaging except through its enactment by teachers and students in the classroom text__(Blumenfeld, 1992; Doyle & Carter, 1984; Edelson, 2001). Cita literal de Edelson 2001 Motivation: Experiencing the Need for New Knowledge. __The ®rst step in learning for use is recognizing the need for new knowledge. This recognition, which need not be conscious, occurs when one comes up against a limitation or gap in one's knowledge__ (Schank, 1982; Berlyne, 1966). According to Schank (1982), reaching the limits of one's knowledge has two effects. __It creates a desire (motivation) to address the limitation by acquiring new knowledge, and it creates a context in memory for integrating new knowledge__.The knowledge structures that are activated at the point that a learner recognizes the limits of his or her understanding provide the connection points for new knowledge. By eliciting a desire to learn, the motivation step in the LfU model addresses Principle 2, the goal-directed nature of learning. By creating a context in memory for the integration of new knowledge, it also acknowledge the requirements of incremental knowledge construction. Whereas this step in the LfU model is called motivate, this phase is only concerned with a small portion of what is normally thought of as motivation in education. In this context, I am using motivate to refer to a speci®c type of motivationÐthe motivation to acquire speci®c skills or knowledge within a setting in which the student is already reasonably engaged. Addressing the broader motivational challenges of engaging students in schooling are critical to, but beyond the scope of, the LfU model. -==- Some researchers already introduced a mid-term feed-back in their classes to improve the quality and effectiveness of their teaching (Diamond 2004). We deployed a similar design with one or more mid-term feedback meetings with the whole class. In our case, we had student learning in the focus point of this design instead of lecturers teaching strategy.~~green:(o algo així)~~
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Thu 14 de Sep., 2006 12:27 CEST by
Xavier.dePedro
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Thu 14 de Sep., 2006 12:27 CEST by
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Thu 14 de Sep., 2006 12:20 CEST by
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Thu 14 de Sep., 2006 12:18 CEST by
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Thu 14 de Sep., 2006 12:03 CEST by
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Thu 14 de Sep., 2006 11:53 CEST by
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Thu 14 de Sep., 2006 11:36 CEST by
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Thu 14 de Sep., 2006 11:26 CEST by
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Fri 21 de July, 2006 16:29 CEST by
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