Elementos De Fisica Esperimental Dedicados La Ense Anza De Los Alumnos Del Instituto Nacional I De La Academia Militar

Este libro recoge una investigación de carácter experimental sobre la didáctica de la física a nivel universitario. La planificación general, recogida de referencias y puesta a punto del tema se llevó a cabo durante el curso 73-74 en la Escuela de Educación de la Universidad de Stanford. El posterior diseño experimental, su aplicación y análisis se realizó en el Departamento de Física Fundamental de la Universidad de Zaragoza durante los cursos 74-76 y principios del 76-77. La obra contiene dos capítulos de síntesis enfocados de una parte a poner a punto las ideas para una mejor comprensión del trabajo y de otra para servir de base a futuras investigaciones.

Self-directed learning seeks to provide students with the greatest possible control over the content of their courses and the methods used to deliver them. This fits with counselling process, where the intention is to increase the client's power and autonomy. This book gives practical examples of ways in which this method has been carried out and considers some of the dilemmas facing both students and trainers. Self-directed Learning in Counsellor Training provides a developmental model of self-directed learning together with exercises and methods of facilitating. It looks at ways of managing entry into this form of learning and demonstrates methods of designing courses which reinforce the principles. There is a discussion of the underlying philosophy, the possible outcomes and examples of ways to self and peer assess.

With the competitiveness of firms in an open and integrated world environment increasingly reliant on technological capability, universities are being asked to take on a growing role in stimulating economic growth. Beyond imparting education, they are now viewed as sources of industrially valuable technical skills, innovations, and entrepreneurship. Developed and developing countries alike have made it a priority to realize this potential of universities to spur growth, a strategy that calls for coordinated policy actions.

From today’s vantage point it can be denied that the confidence in the abilities of globalism, mobility, and cosmopolitanism to illuminate cultural signification processes of our time has been severely shaken. In the face of this crisis, a key concept of this globalizing optimism as World Literature has been for the past twenty years necessarily is in the need of a comprehensive revision. World Literature, Cosmopolitanism, Globality: Beyond, Against, Post, Otherwise offers a wide range of contributions approaching the blind spots of the globally oriented Humanities for phenomena that in one way or another have gone beyond the discourses, aesthetics, and political positions of liberal cosmopolitanism and neoliberal globalization. Departing basically (but not exclusively) from different examples of Latin American literatures and cultures in globalized contexts, this volume provides innovative insights into critical readings of World Literature and its related conceptualizations. A timely book that embraces highly innovative perspectives, it will be a mustread for all scholars involved in the field of the global dimensions of literature.

This book presents research in Geoscience Education focusing on indoor and outdoor environments in which teaching geoscience gains particular relevance, significance and contextualization. The research areas that are presented throughout the thirteen chapters cover a wide variety of subjects ranging from educational resources and fieldwork to science models. Chapters discuss specific geoscience topics such as earthquakes, rocks, fossils and minerals. Other chapters present a more interdisciplinary approach addressing topics that aren’t usually examined, such as geomedicine and geoethics, with a specific focus on sustainable development and their alignment with the school curricula. Throughout the book readers can find research-based arguments illustrated with practical examples, which will help them to innovate in their curriculum development area, classroom practices and pre and in-service teachers’ education. The book challenges readers to improve Geoscience Education by changing the ways of teaching, by enabling students to exploit their natural curiosity, and by spurring a learning process that should not be confined to the classroom but rather maintained throughout life.