Finkel, Don (2008). Dar clase con la boca cerrada. València: Publicaciones de la Universitat de Valencia. Traducción de Óscar Barberá del original Teaching with your mouth shut.
01 Jan 2011-
About: The article was published on 2011-01-01 and is currently open access. It has received 14 citations till now.
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21 Jul 2015TL;DR: In this article, the authors verify whether the archaic mentality of the Iliad remains in Troy and show the way in which the suppression of divinity in favor of an historical review precludes the permanence of the old mentality in the film.
Abstract: The aim of this paper is to verify whether the archaic mentality of the Iliad remains in Troy . Our research, helped by Mircea Eliade studies, shows the way in which the suppression of divinity in favor of an historical review precludes the permanence of the old mentality in the film. The rewriting of the myth from the categories of modern thought (philosophically speaking) almost completely transformed not only the personality of heroes, whose passions are the true efficient cause of the facts, but also the idea of war as a context of the story.
1 citations
01 Jan 2010
TL;DR: In this article, a bibliografia docente relevante for esta cuestion is revisited and ejemplos of modelos conceptuales, bitacoras, and ensayos de reflexion generados in this contexto.
Abstract: Se han empleado de tecnicas de aprendizaje colaborativo y evaluacion formativa en tres actividades docentes correspondientes a una asignatura de grado (Agricultura de precision), otra de postgrado (Robotica aplicada) y a un viaje de estudios. En este estudio se revisa bibliografia docente relevante para esta cuestion y se muestran ejemplos de los modelos conceptuales, bitacoras y ensayos de reflexion generados en este contexto. La aplicacion sistematica de estas tecnicas empleando cada ano como punto de partida los resultados de los cursos previos puede redundar en una mejora significativa del aprendizaje profundo en las distintas materias.
01 Jan 2012
TL;DR: In this article, the authors define a specific corpus associated to good teaching connected to training and teaching professional development from a biographical-narrative perspective, and analyze categories linked to a moral perspective in teaching.
Abstract: In this paper we present partial results of our ongoing research in a national university in Argentina. We intend to define a specific corpus associated to good teaching connected to training and teaching professional development from a biographical-narrative perspective. We also analyze categories linked to a moral perspective in teaching, a central component in teaching practices that impact the definition of a “memorable teacher” at university level. The research adopts a biographical-narrative approach. We interviewed teachers who had been previously identified as “examples of good teaching” by students. Our paper explains the relevance that the interviewed teacher gave to moral features to their memorable teachers when they were students.
01 Jul 2019
TL;DR: In this paper, the authors present a review of some of the ideas elaborated and systematized throughout this research program and whose main objective is to clarify the ways in which, in the university, the issues related to the body, gender and education are transmitted.
Abstract: This work aims to present a reflection on different issues related to the ways of transmitting knowledge related to the body, education and gender perspective in the university context, and specifically in the training of education professionals. This work is part of a broader research program that is entitled "Sensitive Pedagogies" and that authors have been developing in recent years. What we present is a review of some of the ideas elaborated and systematized throughout this research program and whose main objective is to clarify the ways in which, in the university, the issues related to the body, gender and education are transmitted . For this we have used different authors who are relevant for their production and for certain ways of thinking and understanding this type of education. With these authors a dialogue has been established, and in a special way with Valeria Flores, Gloria Anzaldua and Gayatri Ch. Spivak.
05 Nov 2019
TL;DR: A teaching innovation experience developed in a group of 37 students in the first course of the “Fundamentals of Architecture” degree at the University of Seville is presented in this article.
Abstract: This manuscript presents a teaching innovation experience developed in a group of 37 students in the “Construction 1” subject, belonging to the first course of the “Fundamentals of Architecture” degree at the University of Seville. The improvement cycle aims to promote effective learning of the main concepts of thermal conditioning in buildings, allowing reasoning and deciding on design issues that conduct to a greater energy efficiency and interior comfort through a problem-based learning method (PBL), structured in several theoretical-practical sessions, which solve practical cases and encourage active participation, with debates and reasoning reflections in the classroom. The methodological proposal contributes with the incorporation of content maps and evaluation tools, through learning ladders, which have positively assessed the impact on learning of this didactic model, according to the results obtained, and its usefulness for the rest of the subjects.