Results 91 to 100 of about 18,181 (297)
Clinical Anatomy, EarlyView.ABSTRACT Personalized learning approaches adapted to individual metacognitive characteristics have demonstrated promise in Anatomy education. However, whether such benefits are uniform across learner profiles or vary systematically remains an open question with implications for individualized instructional approaches.
Mónica Stambuk‐Castellano +6 more
wiley +1 more source
Croiser pédagogie et didactique par la théorisation ancrée : une méthode d’analyse originale
Recherches en ÉducationThis article describes and discusses part of the methodology used in my doctoral research. Its originality lies in the desire to take account simultaneously of the pedagogical aspect - through principles inspired by the New Education movement - and the ...
Evi Belsack
doaj +1 more source
GENERAL DIDACTICS AND DIDACTICS OF DISCIPLINES: CAN THE THEORY OF SIMPLEXITY PROVIDE THE LINK?
, 2016 The relationship between general didactics and the plurality of didactics of various disciplines is a vexata quaestio that for the past decades has raised interest within the European Educational Research field.
Maurizio Sibilio +3 more
core +1 more source
Is There a Digital Gap in Anatomy Education: Promise Versus Practice
Clinical Anatomy, EarlyView.ABSTRACT Digital technologies are now widely embedded in anatomy education. This viewpoint discusses a potential “digital gap” in anatomy education that extends beyond the availability of technology but is shaped by disparities in perceptions, proficiency, confidence, and access among learners, educators, and institutions.
Junhua Xiao
wiley +1 more source
Faire bouger les représentations. Sens et usages d’une métaphore pédagogique
Recherches en Éducation, 2013 « Moving representations » is a commonly heard expression in teacher’s training world. Two major uses of this expression exist. The first concerns the child, in particular when he or she learns experimental sciences.
Jean-François Goubet
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Counselor Education and Supervision, EarlyView.ABSTRACT This collaborative autoethnography (CAE) examined how experiential andragogy, intentionally integrated into a doctoral internship course, shaped the development of novice supervisors. Grounded in experiential learning theory, we reflect on our experiences of supervision‐of‐supervision and highlight the value of experiential approaches in ...
Sarah J. Litt +3 more
wiley +1 more source
Att lyssna på lärarna – en metodologisk utmaning
Nordidactica: Journal of Humanities and Social Science Education, 2015 Teacher education today is expected to strongly focus on pedagogical content knowledge. This means, among other things, increased attention to practice.
Göran Bergström, Linda Ekström
doaj
L’accompagnement, source de création de savoirs
Recherches en Éducation, 2010 Cet article tente de rencontrer un double enjeu. Même s’ils ne fonctionnent pas de la même manière, il s’agit de réaliser une lecture transversale de plusieurs types d’accompagnement d’élèves et d’étudiants en difficulté - qu’ils soient ou non à haut(s ...
Catherine Canivet +2 more
doaj +1 more source
The Canadian Journal of Chemical Engineering, EarlyView.Abstract Several authors have reported the disconnection between the skills, abilities, and attitudes of graduates from STEM careers with the current needs of the labour market. In science and engineering fields, research has found the need for interdisciplinary approaches that encourage meaningful learning.
Úrsula Manríquez‐Tolsá +7 more
wiley +1 more source
Recherches en Éducation, 2017 The modelling of knowledge proposed in this paper is based on the theoretical framework of joint action in didactics (JATD). The question is that of meaning: how does knowledge make sense for those who learn it and who teach it?
Monique Loquet
doaj +1 more source