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El aprendizaje y la evaluación continua a través de las prácticas sobre derechos fundamentales: de la primera a la última

01 Jan 2012-Iss: 2, pp 91-104

AbstractLa forma en la que fins ara es concebia l'educacio i l'avaluacio dels coneixements adquirits ha canviat i aixo, en el terreny dels estudis de dret, ha suposat una revolucio en la metodologia utilitzada. Tot amb la finalitat de que els nostres estudiants adquireixin les competencies necessaries per a convertir-se en juristes. L'objectiu es que els nostres estudiants adquireixin destreses perfeccionades en el maneig de les fonts del Dret i, especialment, de la jurisprudencia i, mes concretament, en el cas de l'assignatura de Drets Fonamentals i Justicia Constitucional, de la jurisprudencia constitucional. Sera a traves de les practiques sobre drets fonamentals el mecanisme a traves del qual els nostres estudiants adquireixin, de forma gradual, les competencies de la citada materia. Feina gens senzilla.

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References
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Book
01 Jan 1980
TL;DR: This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem- based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.
Abstract: In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences Students in most medical schools, especially in basic science courses, are required to memorize a large number of ""facts,"" facts which may or may not be relevant to medical practice Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn

2,459 citations

01 Jan 2003
Abstract: The Bologna Declaration The Bologna Declaration of June 1999 calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Educatio n Area, attractive for European students and for students and scholars from other c ontinents. The European Education Ministers identified six action lines in Bologna an d they have added three more in Prague in May 2001 and one more in Berlin in September 2003:

840 citations

Book Chapter
01 Jan 2007
Abstract: Este trabajo ha sido financiado por el Programa de Investigacion Docente en Redes del Instituto de Ciencias de la Educacion (ICE) y por el Vicerrectorado de Tecnologia e Innovacion Educativa de la Universidad de Alicante.

11 citations