Publication:
Managing the unexpected in class: an opportunity to teasching and learning

dc.book.titleProceedings of INTED2013 Conference
dc.contributor.authorPérez-Urria Carril, Elena
dc.contributor.authorGómez Garay, Aranzazu
dc.contributor.authorMartín Calvarro, Luisa
dc.contributor.authorÁvalos García, Adolfo
dc.contributor.authorPintos López, Beatriz
dc.date.accessioned2023-06-20T05:46:19Z
dc.date.available2023-06-20T05:46:19Z
dc.date.issued2013
dc.descriptionINTED2013: 7th International Technology, Education and Development Conference
dc.description.abstractUsually teacher prepares the class scheduling, explaining theoretical concepts, problem solving, etc.. When this schedule does not include student intervention a few contingencies can be expected in the development of the class, only doubts and questions. However, when the program includes active participation of students there is the possibility of a more or less expected student participation based on the guidelines of the teacher. When following the method of problem-based learning, teacher presents case studies and problems to study, reasoning and solve in the context of the class. These problems are made available to students in time for their preparation. In this paper, our group of teachers test a new learning methodology based on the unexpected. Students receive cases and problems to study, reasoning and finally solve in class. This resolution involves understanding theoretical concepts so that each case has scored those concepts that should be known. If learning is meaningful, students can reason and / or solve a different case or problem form those initially assigned. In this way the student thinks in class a case or new problem not seen before which requires the understanding and application of the same theoretical concepts. We call this “managing the unexpected” and, based on our experience, it is an excellent opportunity to teach and learn.
dc.description.departmentDepto. de Genética, Fisiología y Microbiología
dc.description.facultyFac. de Ciencias Biológicas
dc.description.refereedTRUE
dc.description.statuspub
dc.eprint.idhttps://eprints.ucm.es/id/eprint/26400
dc.identifier.citation[1] Ballester, A.(2002). El aprendizaje significativo en la práctica. Cómo hacer el aprendizaje significativo en el aula. España. http://www.cibereduca.com/aprendizaje/LIBRO.pdf. [2] Gardner, H. Research Projects http://www.pz.harvard.edu/PIs/HG.htm
dc.identifier.isbn978-84-616-2661-8
dc.identifier.issn978-84-616-2661-8
dc.identifier.officialurlhttp://iated.org/publications
dc.identifier.urihttps://hdl.handle.net/20.500.14352/45526
dc.journal.titleProceedings of INTED2013 Conference
dc.language.isoeng
dc.page.final0303
dc.page.initial0301
dc.page.total3
dc.publication.placeValencia
dc.publisherInternational Academy of Technology, Education and Development (IATED)
dc.rights.accessRightsopen access
dc.subject.cdu159.953.5:57
dc.subject.keywordInnovation
dc.subject.keywordProblem-based learning
dc.subject.keywordMeaningful learning
dc.subject.keywordAttitude
dc.subject.keywordObjective
dc.subject.ucmBiología
dc.subject.ucmAprendizaje
dc.subject.ucmEnseñanza de las ciencias
dc.subject.ucmMétodos de enseñanza
dc.subject.unesco24 Ciencias de la Vida
dc.subject.unesco6104.03 Leyes del Aprendizaje
dc.subject.unesco6104.02 Métodos Educativos
dc.titleManaging the unexpected in class: an opportunity to teasching and learning
dc.typebook part
dspace.entity.typePublication
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relation.isAuthorOfPublication.latestForDiscovery13305a01-95dd-45ee-8868-288e64278b3e
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