About this paper

Appears in:
Pages: 3231-3236
Publication year: 2009
ISBN: 978-84-612-9801-3
ISSN: 2340-1117

Conference name: 1st International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2009
Location: Barcelona ,Spain


J. Sepulcre, G. Mora, J. Navarro

University of Alicante (SPAIN)
In this paper, we pretend to touch upon the first stage of the learning of the student, specifically the strengthening and the good command of the knowledge that the student acquires since the first moment. We show some of the teaching methodologies that we have used to that end, we explain their importance and we analyse the implications that result from putting into practice these methods.

The methodology that we propose requires the execution of a list of tasks that facilitate the work of the beginning of the following learning stage. Some of the teaching methodologies that we show, focused on the basic concepts, are:

-Preparation of questionnaires that can facilitate the good knowledge of the main contents of the subject.
-Connections of the contents with the rest of the subjects
-Order de execution of the homework
-Preparation of glossaries of terms used in the subject
-Use of slides or panels of experts with the aim of extracting the main conclusions
-Facilitating teamwork with the examination of problems focused on this aspect

This work shows a list of consequences that concern to the student and the teacher. Teachers can suitably facilitate the self-learning and observe properly the main problems located by the student. On the other hand, students can know, with the aid of these tasks, the concrete topics of the subject that is in their interest to attribute great importance. Moreover, students have more participation and team work is improved, in fact they have more motivation and implication in this process of learning. In short, it is an element of cohesion between students and teachers, it encourages the communication and interrelation between them.

BERNAL, J.M. (2002). Innovación y tradición en la enseñanza de las ciencias.
Algunos antecedentes en la construcción de la didáctica de las ciencias en España. Alambique, 34, pp. 9-16.

COROMINAS, E. (2001). Competencias genéricas en la formación universitaria. Revista de Educación, 325, pp. 299-322

DE MIGUEL, M., ALFARO, I.J., APODACA, P.M., ARIAS, J.M., GARCÍA, E., LOBATO, C., PÉREZ, A. (2006). Metodologías de Enseñanza y Aprendizaje para el desarrollo de Competencias. Orientaciones para el profesorado universitario ante el Espacio Europeo de Educación Superior. Madrid: Alianza Editorial.
author = {Sepulcre, J. and Mora, G. and Navarro, J.},
series = {1st International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN09 Proceedings},
isbn = {978-84-612-9801-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona ,Spain},
month = {6-8 July, 2009},
year = {2009},
pages = {3231-3236}}
AU - J. Sepulcre AU - G. Mora AU - J. Navarro
SN - 978-84-612-9801-3/2340-1117
PY - 2009
Y1 - 6-8 July, 2009
CI - Barcelona ,Spain
JO - 1st International Conference on Education and New Learning Technologies
JA - EDULEARN09 Proceedings
SP - 3231
EP - 3236
ER -
J. Sepulcre, G. Mora, J. Navarro (2009) STRENGTHENING OF THE BASIC CONCEPTS, EDULEARN09 Proceedings, pp. 3231-3236.