Análisis de una propuesta para el cambio de paradigma educacional en Bacteriología y Virología médicas, Facultad de Ciencias Médicas, Universidad Nacional de Córdoba
The productivc character of the scienti fic thought pi nts out a niethodological means that mclude the demand of the students'job about the information and not bis mere reception and reproduetion. It is essential to —¡ve the students the opportunity of discovering the cogniti ve processes used...
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| Autores principales: | , , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología
2001
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/med/article/view/37285 |
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| Sumario: | The productivc character of the scienti fic thought pi nts out a niethodological means that mclude the demand of the students'job about the information and not bis mere reception and reproduetion. It is essential to —¡ve the students the opportunity of discovering the cogniti ve processes used ¡ti the production of the scientitic knowledge. In this work, wc present the result oí the Starting of a workshop dynamic in a basic subject, the students' answers, and the analysis of the suhject. In the Chair of Medical Bacteriology and Vuology of the School of Medical Sciences. the National Lniversity of Córdoba 1700 students attencled classes in 1997. The subject was developecl with the aetivitics that worked the sanie contenis from two different learning conceptions: (1)workshop activity, non obligatory, construct i ve. and (IT) theorico-practical activity. ohl i gatory and traditional .Tvv'o voluntary and anonymous interviews were done about the valuation that the student gaye to these two acti vities and their basis, one in the middle and the other at the end of the course. 90,55% classi fied dic traditional activity as positi ve. and 9,457 as negative. Regarcling the workshop activity, the 60,571 classified it as positive and the 39,5% as negative The same developed content with two activities made possible the analysis of the irnpact that the two di fferent inethodologies produced on the students . The student's ans\ver to the traditional activity was hetter than the workshop activity (p <0.001 ). The differences in (he student's acceptance between the two option revealed the niajor difficulty of an alternativc rnethodological strategy in the current educational niode]. |
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