Criterios para análisis comparativo de modelos y diseños educativos.
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| Title: | Criterios para análisis comparativo de modelos y diseños educativos. |
|---|---|
| Alternate Title: | Criteria for a Comparative Analysis of Educational Models and Designs. Critérios para a análise comparativo de modelos e desenhos educacionais. |
| Authors: | Morán, Lourdes1,2 moran.lourdes1@gmail.com |
| Source: | Educación y Educadores. 2008, Vol. 11 Issue 2, p139-158. 20p. 6 Diagrams. |
| Subject Terms: | *Teaching models, *Aims & objectives of curricula, *Instructional systems design, *Educational psychology, *Education |
| Reviews & Products: | Models of Teaching (Book), Instructional Design (Book) |
| Abstract (English): | The theories developed on teaching models and instructional designs have been analyzed by academics who are interested in research on education and by teachers who are dedicated to the complex task of imparting instruction. In this respect, teaching models and instructional designs are theoretical products that always offer the possibility of delving further into the problems of education. The purpose of this study is to arrive at a comparative analysis of teaching models and designs through two manuscripts: Models for Teaching by B. Joyce, M. Weil and E. Calhoun, and Instructional Design by Charles M. Reigeluth. To compare them, the author has developed a series of criteria that make it possible to distinguish the essential characteristics of each work and to identify connections between fundamental elements, such as content, methodology, resources, the teacher and actual circumstances in the classroom. Although not intended as a conclusive document, since education is a field that is constantly changing and being updated, the article does attempt to provide new elements to develop educational experiences. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Las elaboraciones teóricas acerca de modelos de enseñanza y diseños de la instrucción, han sido producciones analizadas por los didactas preocupados por investigar la acción pedagógica, y por los docentes que se encuentran comprometidos con la compleja tarea de enseñar. Frente a ello, los modelos de enseñanza y los diseños de la instrucción son producciones teóricas que siempre permiten profundizar aún más en los problemas de la educación. En este trabajo, el abordaje que propongo se orienta a un análisis comparativo de los modelos y diseños, a través de dos textos: Modelos de enseñanza de B. Joyce, M. Weil y E. Calhoun, y Diseño de la instrucción de Charles M. Reigeluth. Para su comparación elaboré una serie de criterios, que permiten distinguir las características esenciales de cada uno de ellos y que posibilitan realizar interconexiones entre elementos fundamentales, como el contenido, la metodología, los recursos, el docente y la realidad del aula. Sin la intención de ser un trabajo conclusivo, puesto que el educativo es un campo en constante cambio y actualización, este escrito pretende aportar elementos nuevos para la elaboración de las experiencias formativas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | As elaborações teóricas sobre modelos de ensino e desenhos da instrução têm sido analisadas pelos didatas preocupados por pesquisar a ação pedagógica e pelos docentes comprometidos com a complexa tarefa do ensino. Os modelos de ensino e os desenhos da instrução são produções teóricas que permitem aprofundar muito mais nos temas da educação. Neste artigo proponho uma aproximação orientada para a análise comparativa dos modelos e desenhas na base de dois textos: Modelos de enseñanza (Joyce, Weil e Calhoun) e Diseño de la instrucción (Reifleluth). Para compará-los, crie uma série de critérios que permitem diferenciar as suas características essenciais e possibilitam realizar interconexões entre elementos chave como o conteúdo, a metodologia, os recursos, o docente e a realidade da aula. Este escrito não tenta ser um trabalho terminado, mais contribuir com elementos novos para a construção das experiências formativas, já que o campo educacional experimenta mudanças e atualizações permanentes. [ABSTRACT FROM AUTHOR] |
| Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 37206054 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Criterios para análisis comparativo de modelos y diseños educativos. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Criteria for a Comparative Analysis of Educational Models and Designs.<br />Critérios para a análise comparativo de modelos e desenhos educacionais. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Morán%2C+Lourdes%22">Morán, Lourdes</searchLink><relatesTo>1,2</relatesTo><i> moran.lourdes1@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educación+y+Educadores%22">Educación y Educadores</searchLink>. 2008, Vol. 11 Issue 2, p139-158. 20p. 6 Diagrams. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+models%22">Teaching models</searchLink><br />*<searchLink fieldCode="DE" term="%22Aims+%26+objectives+of+curricula%22">Aims & objectives of curricula</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink> – Name: SubjectProduct Label: Reviews & Products Group: Su Data: <searchLink fieldCode="PS" term="%22Models+of+Teaching+%28Book%29%22">Models of Teaching (Book)</searchLink><br /><searchLink fieldCode="PS" term="%22Instructional+Design+%28Book%29%22">Instructional Design (Book)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The theories developed on teaching models and instructional designs have been analyzed by academics who are interested in research on education and by teachers who are dedicated to the complex task of imparting instruction. In this respect, teaching models and instructional designs are theoretical products that always offer the possibility of delving further into the problems of education. The purpose of this study is to arrive at a comparative analysis of teaching models and designs through two manuscripts: Models for Teaching by B. Joyce, M. Weil and E. Calhoun, and Instructional Design by Charles M. Reigeluth. To compare them, the author has developed a series of criteria that make it possible to distinguish the essential characteristics of each work and to identify connections between fundamental elements, such as content, methodology, resources, the teacher and actual circumstances in the classroom. Although not intended as a conclusive document, since education is a field that is constantly changing and being updated, the article does attempt to provide new elements to develop educational experiences. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Las elaboraciones teóricas acerca de modelos de enseñanza y diseños de la instrucción, han sido producciones analizadas por los didactas preocupados por investigar la acción pedagógica, y por los docentes que se encuentran comprometidos con la compleja tarea de enseñar. Frente a ello, los modelos de enseñanza y los diseños de la instrucción son producciones teóricas que siempre permiten profundizar aún más en los problemas de la educación. En este trabajo, el abordaje que propongo se orienta a un análisis comparativo de los modelos y diseños, a través de dos textos: Modelos de enseñanza de B. Joyce, M. Weil y E. Calhoun, y Diseño de la instrucción de Charles M. Reigeluth. Para su comparación elaboré una serie de criterios, que permiten distinguir las características esenciales de cada uno de ellos y que posibilitan realizar interconexiones entre elementos fundamentales, como el contenido, la metodología, los recursos, el docente y la realidad del aula. Sin la intención de ser un trabajo conclusivo, puesto que el educativo es un campo en constante cambio y actualización, este escrito pretende aportar elementos nuevos para la elaboración de las experiencias formativas. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: As elaborações teóricas sobre modelos de ensino e desenhos da instrução têm sido analisadas pelos didatas preocupados por pesquisar a ação pedagógica e pelos docentes comprometidos com a complexa tarefa do ensino. Os modelos de ensino e os desenhos da instrução são produções teóricas que permitem aprofundar muito mais nos temas da educação. Neste artigo proponho uma aproximação orientada para a análise comparativa dos modelos e desenhas na base de dois textos: Modelos de enseñanza (Joyce, Weil e Calhoun) e Diseño de la instrucción (Reifleluth). Para compará-los, crie uma série de critérios que permitem diferenciar as suas características essenciais e possibilitam realizar interconexões entre elementos chave como o conteúdo, a metodologia, os recursos, o docente e a realidade da aula. Este escrito não tenta ser um trabalho terminado, mais contribuir com elementos novos para a construção das experiências formativas, já que o campo educacional experimenta mudanças e atualizações permanentes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 20 StartPage: 139 Subjects: – SubjectFull: Teaching models Type: general – SubjectFull: Aims & objectives of curricula Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Education Type: general – SubjectFull: Models of Teaching (Book) Type: general – SubjectFull: Instructional Design (Book) Type: general Titles: – TitleFull: Criterios para análisis comparativo de modelos y diseños educativos. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Morán, Lourdes IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 01231294 Numbering: – Type: volume Value: 11 – Type: issue Value: 2 Titles: – TitleFull: Educación y Educadores Type: main |
| ResultId | 1 |
