مشخصات مقاله | |
ترجمه عنوان مقاله | شیوه های آموزشی نوآورانه در آموزش عالی: یک بررسی ادبی یکپارچه |
عنوان انگلیسی مقاله | Innovative pedagogical practices in higher education: An integrative literature review |
انتشار | مقاله سال 2019 |
تعداد صفحات مقاله انگلیسی | 18 صفحه |
هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
پایگاه داده | نشریه الزویر |
نوع نگارش مقاله |
مقاله مروری (Review Article) |
مقاله بیس | این مقاله بیس نمیباشد |
نمایه (index) | MedLine – Scopus – Master Journal List – JCR |
نوع مقاله | ISI |
فرمت مقاله انگلیسی | |
ایمپکت فاکتور(IF) |
1.986 در سال 2017 |
شاخص H_index | 60 در سال 2019 |
شاخص SJR | 1.154 در سال 2017 |
شناسه ISSN | 0260-6917 |
شاخص Quartile (چارک) | Q1 در سال 2017 |
رشته های مرتبط | علوم تربیتی |
گرایش های مرتبط | مدیریت و برنامه ریزی آموزشی، تکنولوژی آموزشی |
نوع ارائه مقاله |
ژورنال |
مجله | آموزش پرستاری امروزی – Nurse Education Today |
دانشگاه | Instituto Politécnico de Santarém, Escola Superior de Saúde de Santarém, Quinta do Mergulhão Srª da Guia, 2005-075 Santarém, Portugal |
کلمات کلیدی | رویکردهای تدریس، دانش آموزان، یادگیری، آموزش عالی |
کلمات کلیدی انگلیسی | Approaches to teaching، students، learning، higher education |
شناسه دیجیتال – doi |
https://doi.org/10.1016/j.nedt.2018.10.003 |
کد محصول | E11034 |
وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
فهرست مطالب مقاله: |
Abstract
1- Introduction 2- Methodological Procedures 3- Presentation and Discussion of Results 4- Conclusions References |
بخشی از متن مقاله: |
Introduction In an attempt to respond to the demands of today’s world, teachers have been abandoning the traditional model of content memorization and verification, seeking to train critical and reflexive professionals, capable of solving problems. On the educator’s side, we expect competency-oriented skills and the ability of enabling the students to participate actively in the learning process (Hoffmann & Koifman, 2013). Prosser, Trigwell and Taylor (1994) defined two major types of approaches to teaching: Conceptual Change/Student-Focused” (CCSF) and “Information Transmission/Teacher-Focused” (ITTF). The approaches to teaching are constituted by an intention (conception) and a strategy (Prosser & Trigwell, 2000). In a perspective of knowledge transmission, teaching is typically associated with a content approach, in which students are regarded as passive receivers of knowledge. In that context, learning consists of remembering and reproducing the right answers or solutions, and/or memorizing facts. In contrast, teaching viewed as knowledge facilitation is typically linked to a learning approach to teaching (Kember & Kwan, 2000). In this kind of approach, the aim is to change and challenge the students’ concepts with respect to learning, and the latter is seen as a process in which students construct their own understanding. The focus is on insight, critical thinking and knowledge application. It was based on this complex relationship between teaching approaches focused on the students and deep learning that we elaborated the following research question: “Which are the strategic teaching orientations that promote conceptual change in the higher education student?” |