Jeannette Chiny Naranjo, Kattia Vanessa Salas Pérez, Marie Claire Vargas Dengo
Concerning the social role, humanistic mission, professional training and development of knowledge pursued by state universities, this article poses the challenge of valuing the difference and acknowledging diversity as a true commitment to society. From the standpoint of diversity, the article proposes to embrace the population with disabilities from the time of entrance and admission to Universidad Nacional.
{"title":"Accesibilidad para ingresar a la Educación Superior: desafíos y logros desde el enfoque de la diversidad","authors":"Jeannette Chiny Naranjo, Kattia Vanessa Salas Pérez, Marie Claire Vargas Dengo","doi":"10.15359/REE.12-1.5","DOIUrl":"https://doi.org/10.15359/REE.12-1.5","url":null,"abstract":"Concerning the social role, humanistic mission, professional training and development of knowledge pursued by state universities, this article poses the challenge of valuing the difference and acknowledging diversity as a true commitment to society. From the standpoint of diversity, the article proposes to embrace the population with disabilities from the time of entrance and admission to Universidad Nacional.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2008-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66937886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recibido 18 de enero 2008 • Aprobado 12 de marzo 2008 El presente articulo identifica creencias y practicas de autoevaluacion del aprendizaje vigentes en los procesos de formacion profesional desarrollados en el CIDE durante el 2007, para lo cual se desarrollo un trabajo de investigacion con dos grupos de informantes conformados por academicos del CIDE que, durante la decada de los anos 90 participaron en experiencias de autoevaluacion de los aprendizajes como docentes o como estudiantes. Las practicas actuales que realizan por los academicos informantes en materia de autoevaluacion de los aprendizajes en el CIDE, evidencian que ellos conceden gran importancia a este proceso en los cursos que imparten, y concuerdan en la necesidad de implementarlo de manera concreta, por cuanto las experiencias se convierten en iniciativas aisladas que no se enmarcan dentro de alguna politica, lineamiento u orientacion planteada por la comunidad CIDE. Las creencias de los participantes con respecto a la posibilidad de aplicar procesos de autoevaluacion de los aprendizajes en la formacion profesional que desarrolla el CIDE, ponen de manifiesto la necesidad de capacitar al grupo de docentes y estudiantes en esta materia, y ademas, crear mas espacios para la participacion de estos ultimos. Por otra parte, los academicos creen que la autoevaluacion de los aprendizajes es una estrategia para el desarrollo de procesos metacognitivos y reflexivos, lo que se considera de medular importancia en la formacion profesional a cargo del Centro.
{"title":"Creencias y prácticas de autoevaluación del aprendizaje vigentes en los procesos de formación profesional desarrollados en el CIDE durante el 2007","authors":"Sandra Ovares-Barquero, Lillian Susana Ruiz-Guevara, Irma Zúñiga-León","doi":"10.15359/REE.12-1.1","DOIUrl":"https://doi.org/10.15359/REE.12-1.1","url":null,"abstract":"Recibido 18 de enero 2008 • Aprobado 12 de marzo 2008 El presente articulo identifica creencias y practicas de autoevaluacion del aprendizaje vigentes en los procesos de formacion profesional desarrollados en el CIDE durante el 2007, para lo cual se desarrollo un trabajo de investigacion con dos grupos de informantes conformados por academicos del CIDE que, durante la decada de los anos 90 participaron en experiencias de autoevaluacion de los aprendizajes como docentes o como estudiantes. Las practicas actuales que realizan por los academicos informantes en materia de autoevaluacion de los aprendizajes en el CIDE, evidencian que ellos conceden gran importancia a este proceso en los cursos que imparten, y concuerdan en la necesidad de implementarlo de manera concreta, por cuanto las experiencias se convierten en iniciativas aisladas que no se enmarcan dentro de alguna politica, lineamiento u orientacion planteada por la comunidad CIDE. Las creencias de los participantes con respecto a la posibilidad de aplicar procesos de autoevaluacion de los aprendizajes en la formacion profesional que desarrolla el CIDE, ponen de manifiesto la necesidad de capacitar al grupo de docentes y estudiantes en esta materia, y ademas, crear mas espacios para la participacion de estos ultimos. Por otra parte, los academicos creen que la autoevaluacion de los aprendizajes es una estrategia para el desarrollo de procesos metacognitivos y reflexivos, lo que se considera de medular importancia en la formacion profesional a cargo del Centro.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2008-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66937781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La presente ponencia surge de la experiencia de Jornadas Comunitarias Amor Joven: un modelo de abordaje comunitario de la sexualidad de los y las adolescentes, que pretendia llevar la educacion de la sexualidad joven a comunidades de diferentes regiones del pais. Las siguientes son las reflexiones sobre la experiencia en dos niveles: primero, por la decision de apoyar procesos de aprendizaje y no procesos de ensenanza-aprendizaje, en la educacion no formal y, segundo, el asunto de la necesidad de crear sinergias entre los sistemas de aprendizaje.
{"title":"(Con) textos y silencios: la comunidad como espacio de aprendizaje no formal","authors":"Oscar Delgado Cascante","doi":"10.15359/ree.2-ext.4","DOIUrl":"https://doi.org/10.15359/ree.2-ext.4","url":null,"abstract":"La presente ponencia surge de la experiencia de Jornadas Comunitarias Amor Joven: un modelo de abordaje comunitario de la sexualidad de los y las adolescentes, que pretendia llevar la educacion de la sexualidad joven a comunidades de diferentes regiones del pais. Las siguientes son las reflexiones sobre la experiencia en dos niveles: primero, por la decision de apoyar procesos de aprendizaje y no procesos de ensenanza-aprendizaje, en la educacion no formal y, segundo, el asunto de la necesidad de crear sinergias entre los sistemas de aprendizaje.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2007-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66941632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEste ensayo se basa en la experiencia realizada por una maestra, en la cual integra el curriculum, correlacionando las disciplinas de la matematica, ciencias, estudios sociales y espanol a traves de los elementos del lenguaje plastico. La experiencia se desarrollo en una escuela rural costarricense. EnglishThis article recounts a teacher's experience who integrates the curriculum, through the correlation of elements of plastic art with other subjects such as Math, Science, Social Studies and Spanish. This experience was developed in a Costa Rican rural school.
{"title":"Las Artes Plásticas como medio articulador del currículo escolar","authors":"Alba Fernández Zamora, L. Hernández","doi":"10.15359/REE.2-EXT.10","DOIUrl":"https://doi.org/10.15359/REE.2-EXT.10","url":null,"abstract":"espanolEste ensayo se basa en la experiencia realizada por una maestra, en la cual integra el curriculum, correlacionando las disciplinas de la matematica, ciencias, estudios sociales y espanol a traves de los elementos del lenguaje plastico. La experiencia se desarrollo en una escuela rural costarricense. EnglishThis article recounts a teacher's experience who integrates the curriculum, through the correlation of elements of plastic art with other subjects such as Math, Science, Social Studies and Spanish. This experience was developed in a Costa Rican rural school.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2007-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66941125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En la actualidad, Costa Rica cuenta con una poblacion muy variada de ninos y ninas en las aulas que, por factores como la migracion, las diferencias socioeconomicas y otras, han convertido el aula en un espacio multicultural. La diversidad en el aula, por lo tanto, es un gran desafio para el y la docente, quienes deben de atender estudiantes con caracteristicas sumamente variadas y ofrecerles una educacion acorde con sus necesidades individuales. El contar con los conocimientos para atender el aula multicultural, es un reto que conlleva un cambio de actitud hacia los “otros”. Esto solamente se puede lograr a traves de la aceptacion de estos como seres humanos unicos y diferentes, personas que poseen una vision de mundo construida a traves de las experiencias vividas a lo largo de su vida, las cuales deben ser tomadas en cuenta a la hora de ensenarles, porque de ello dependera el exito o el fracaso que se logre. Por lo anterior, es de suma importancia conocer diferentes enfoques que discuten sobre diversidad y multiculturalidad hoy en dia, ya que ofrecen luz para guiarnos en el camino adecuado a seguir para enfrentar esta compleja realidad.
{"title":"La diversidad en el aula, el gran desafío en la actualidad. ¿Están el y la docente preparados para enfrentarlo?","authors":"E. Vásquez","doi":"10.15359/REE.1-EXT.2","DOIUrl":"https://doi.org/10.15359/REE.1-EXT.2","url":null,"abstract":"En la actualidad, Costa Rica cuenta con una poblacion muy variada de ninos y ninas en las aulas que, por factores como la migracion, las diferencias socioeconomicas y otras, han convertido el aula en un espacio multicultural. La diversidad en el aula, por lo tanto, es un gran desafio para el y la docente, quienes deben de atender estudiantes con caracteristicas sumamente variadas y ofrecerles una educacion acorde con sus necesidades individuales. El contar con los conocimientos para atender el aula multicultural, es un reto que conlleva un cambio de actitud hacia los “otros”. Esto solamente se puede lograr a traves de la aceptacion de estos como seres humanos unicos y diferentes, personas que poseen una vision de mundo construida a traves de las experiencias vividas a lo largo de su vida, las cuales deben ser tomadas en cuenta a la hora de ensenarles, porque de ello dependera el exito o el fracaso que se logre. Por lo anterior, es de suma importancia conocer diferentes enfoques que discuten sobre diversidad y multiculturalidad hoy en dia, ya que ofrecen luz para guiarnos en el camino adecuado a seguir para enfrentar esta compleja realidad.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2007-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The attention of all students represents a big challenge for the Costa Rican educational system and all significant required transformations are pushed since its foundations The school, understood as a social institution, space in which diversity is approached and also responsible for the instruction of future generations, is facing the difficult task of providing appropriate answer to the diverse needs of the student population. From this perspective, a proposal is designed in order that allows teachers from General Basic Education (pree-school, I and II cycles, special and foreign language classes) to develop skills in the implementation of pedagogic strategies for the attention of classroom diversity. The proposal includes ten workshops that follow a reflection-participation-construction and exchange process. Participants will be able to express their ideas, interests and emotions concerning the topics discussed. They will also develop concepts, materials and didactic strategies for the attention of their students.
{"title":"Talleres para docentes: actividades para la atención de la diversidad escolar","authors":"Angélica Fontana Hernández","doi":"10.15359/REE.1-EXT.6","DOIUrl":"https://doi.org/10.15359/REE.1-EXT.6","url":null,"abstract":"The attention of all students represents a big challenge for the Costa Rican educational system and all significant required transformations are pushed since its foundations The school, understood as a social institution, space in which diversity is approached and also responsible for the instruction of future generations, is facing the difficult task of providing appropriate answer to the diverse needs of the student population. From this perspective, a proposal is designed in order that allows teachers from General Basic Education (pree-school, I and II cycles, special and foreign language classes) to develop skills in the implementation of pedagogic strategies for the attention of classroom diversity. The proposal includes ten workshops that follow a reflection-participation-construction and exchange process. Participants will be able to express their ideas, interests and emotions concerning the topics discussed. They will also develop concepts, materials and didactic strategies for the attention of their students.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2007-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEste articulo sobre diversidad y educacion especial, hace referencia a la importancia del respeto por la igualdad de oportunidades, los valores y actitudes en el ambito educativo. Si bien es cierto, esta ha ido modificandose a lo largo de los anos, aun queda mucho por mejorar, para llegar a que las escuelas sean inclusivas. Para que sea una realidad, debemos trabajar activamente. Se toma en particular la participacion de la persona con Sindrome de Down integrados al Sistema Educativo Regular, quien con su esfuerzo e ilusiones participa de diversos programas de integracion, y se convierte en ejemplo de tenacidad. A raiz del estudio, se visitaron varios centros de integracion escolar en la etapa de preescolar y se percibieron necesidades de atencion para la poblacion en general. El articulo presenta varias estrategias metodologicas, con el fin de obtener un aprendizaje significativo y funcional, respetando la diversidad estudiantil. Por lo tanto, es un articulo de utilidad para las y los docentes, en especial, aquellos que laboran en la etapa de preescolar. EnglishThis article discusses diversity and special education, emphasizing the relevance of respect for equal opportunities as well as for values and attitudes within the school context. In spite of the fact that schools have improved in these aspects throughout the years, there is still lot of work to do in order to transform our schools in inclusive institutions. Special attention is given to people with Down Syndrome who are integrated to the Regular System; students with dreams and illusions who participate in different integrated programs providing an example of tenacity. Furthermore, several pre-school integration centers were visited and a lot of necessities of attention to the general population were detected. This article presents different methodological strategies designed to produce meaningful and functional learning processes, respecting student’s diversity. Accordingly, this is a useful article to educators, especially those who work with pre-schooled children.
{"title":"Diversidad y educación especial","authors":"Maritza Marín Cabrera","doi":"10.15359/ree.1-ext.5","DOIUrl":"https://doi.org/10.15359/ree.1-ext.5","url":null,"abstract":"espanolEste articulo sobre diversidad y educacion especial, hace referencia a la importancia del respeto por la igualdad de oportunidades, los valores y actitudes en el ambito educativo. Si bien es cierto, esta ha ido modificandose a lo largo de los anos, aun queda mucho por mejorar, para llegar a que las escuelas sean inclusivas. Para que sea una realidad, debemos trabajar activamente. Se toma en particular la participacion de la persona con Sindrome de Down integrados al Sistema Educativo Regular, quien con su esfuerzo e ilusiones participa de diversos programas de integracion, y se convierte en ejemplo de tenacidad. A raiz del estudio, se visitaron varios centros de integracion escolar en la etapa de preescolar y se percibieron necesidades de atencion para la poblacion en general. El articulo presenta varias estrategias metodologicas, con el fin de obtener un aprendizaje significativo y funcional, respetando la diversidad estudiantil. Por lo tanto, es un articulo de utilidad para las y los docentes, en especial, aquellos que laboran en la etapa de preescolar. EnglishThis article discusses diversity and special education, emphasizing the relevance of respect for equal opportunities as well as for values and attitudes within the school context. In spite of the fact that schools have improved in these aspects throughout the years, there is still lot of work to do in order to transform our schools in inclusive institutions. Special attention is given to people with Down Syndrome who are integrated to the Regular System; students with dreams and illusions who participate in different integrated programs providing an example of tenacity. Furthermore, several pre-school integration centers were visited and a lot of necessities of attention to the general population were detected. This article presents different methodological strategies designed to produce meaningful and functional learning processes, respecting student’s diversity. Accordingly, this is a useful article to educators, especially those who work with pre-schooled children.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this article is to explore some aspects related to the origin of modern education rationality. The study is based on the analysis of different dimensions of the dialectical interaction historically established between the rational logic behind the structural changes of the capitalist society and the construction of the modern liberal education perspective. With the purpose of defining the keys to the process, the first section provides a brief reference to the foundations of the origin of rational thinking and those of modernity, which was caused by the secularization process suffered by the universe of the renaissance culture. In the second part we discuss some dimensions of illustrations and the encyclopedia as basic cultural and education projects in the rational organization of society in the XVIII century. The third section explores some dimensions of the connection between capitalist modernization and educational rationality through some of the main historical factors: the creation of State-nations, nationality and citizenship, the rationality of liberal capitalism, the universality and ethnocentrism of the elite culture, the instrumental reason and the view of progress as technical evolution. In addition, we highlight the State’s adoption of education as part of the construction of the public sphere by emphasizing the rational and legitimating role that lies at the basis of these historical processes. Finally, the fourth section analyzes how the creation of modern rationality takes on a historical view of social progress neglecting humanistic ethics. This process influences the emergence of an educational rationality based on the ideological justification of inequality and on a meritocratic view of the rational society, as Tourine has defined it (1993).
{"title":"Sociedad racional y educación: la génesis de la racionalidad educativa modernista","authors":"Guillermo Miranda Camacho","doi":"10.15359/REE.2005-8.1","DOIUrl":"https://doi.org/10.15359/REE.2005-8.1","url":null,"abstract":"The objective of this article is to explore some aspects related to the origin of modern education rationality. The study is based on the analysis of different dimensions of the dialectical interaction historically established between the rational logic behind the structural changes of the capitalist society and the construction of the modern liberal education perspective. With the purpose of defining the keys to the process, the first section provides a brief reference to the foundations of the origin of rational thinking and those of modernity, which was caused by the secularization process suffered by the universe of the renaissance culture. In the second part we discuss some dimensions of illustrations and the encyclopedia as basic cultural and education projects in the rational organization of society in the XVIII century. The third section explores some dimensions of the connection between capitalist modernization and educational rationality through some of the main historical factors: the creation of State-nations, nationality and citizenship, the rationality of liberal capitalism, the universality and ethnocentrism of the elite culture, the instrumental reason and the view of progress as technical evolution. In addition, we highlight the State’s adoption of education as part of the construction of the public sphere by emphasizing the rational and legitimating role that lies at the basis of these historical processes. Finally, the fourth section analyzes how the creation of modern rationality takes on a historical view of social progress neglecting humanistic ethics. This process influences the emergence of an educational rationality based on the ideological justification of inequality and on a meritocratic view of the rational society, as Tourine has defined it (1993).","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2005-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The program “Regla y Compas” (“Ruler and Compasses”) is useful to support the teaching of Math processes in geometry by means of a computer. One of the advantages it offers is that it may be obtained gratuitously in the internet. The way in which this type of programs allows for corporative and interdisciplinary work will by analyzed. For this purpose, the experiences obtained during the research project “Teaching high school mathematics whit free online software: The Ruler and Compasses case” will be discussed. The latter enabled the elaboration of tree manuals: “User's manual”, “Student's manual” and Teacher`s manual”. The objective is to facilitate the teaching of geometry through 32 practice and learning sessions.
“Regla y Compas”(“尺子和圆规”)程序有助于通过计算机支持几何数学过程的教学。它提供的一个优点是，它可以在互联网上免费获得。我们将分析这类课程允许合作和跨学科工作的方式。为此，本文将讨论在“利用免费在线软件教学高中数学:尺规案例”研究项目中所获得的经验。后者能够编制三份手册:“用户手册”、“学生手册”和“教师手册”。目标是通过32个练习和学习环节来促进几何教学。
{"title":"El programa “Regla y compás”. Una experiencia utilizando un software gratuito para generar ambientes de aprendizaje en matemática","authors":"Z. Valdés-Ayala, Paulo García-Delgado","doi":"10.15359/REE.2004-7.11","DOIUrl":"https://doi.org/10.15359/REE.2004-7.11","url":null,"abstract":"The program “Regla y Compas” (“Ruler and Compasses”) is useful to support the teaching of Math processes in geometry by means of a computer. One of the advantages it offers is that it may be obtained gratuitously in the internet. The way in which this type of programs allows for corporative and interdisciplinary work will by analyzed. For this purpose, the experiences obtained during the research project “Teaching high school mathematics whit free online software: The Ruler and Compasses case” will be discussed. The latter enabled the elaboration of tree manuals: “User's manual”, “Student's manual” and Teacher`s manual”. The objective is to facilitate the teaching of geometry through 32 practice and learning sessions.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2004-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author describes the experience of taking into account the curriculum for the microcultural dimension (school) and the macrocultural dimension (community) in primary schools in Guapiles, Limon and Perez Zeledon. To achive this, she presents a theoretical framework based on D. Ausbel´s constructivist postulates. The use of portfolios as a tool for evaluation in also analyzed. The proposal has a holistic view orienting educational processes toward multidisciplinary and transdisciplinary approaches.
{"title":"La contextualización del currículo, un medio para potenciar el desarrollo","authors":"F. Castro","doi":"10.15359/ree.2002-3.10","DOIUrl":"https://doi.org/10.15359/ree.2002-3.10","url":null,"abstract":"The author describes the experience of taking into account the curriculum for the microcultural dimension (school) and the macrocultural dimension (community) in primary schools in Guapiles, Limon and Perez Zeledon. To achive this, she presents a theoretical framework based on D. Ausbel´s constructivist postulates. The use of portfolios as a tool for evaluation in also analyzed. The proposal has a holistic view orienting educational processes toward multidisciplinary and transdisciplinary approaches.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2002-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：