DIGITAL LIBRARY
DIFFERENT TEACHING MODELS AND RESPECTIVE KIND OF PROBLEMS AND PROBLEM SOLVING
FCT/UNL (PORTUGAL)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Pages: 4575-4582
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
Abstract:
Different teaching models were being adopted over time that must be classified in four types : the classic teaching by exposition (TBE); the teaching by discovery (TBD), whose version of inquiry teaching is still defended by many teachers; the teaching by conceptual change (TBCC); and the teaching by investigation (TBI).

This communication has three objectives:
(i) to characterize and discriminate these teaching models, based on epistemological, psychological and didactic aspects;
(ii) to show, based on real examples, that the type of «problems» and the problem solving model adopted by teachers in the classrooms, included in the manuals, and adopted in exams, are consistent with the psychological and epistemological assumptions that underlie the different models of teaching;
(iii) to describe, and illustrate, with an example, an investigative way of problem solving perfectly integrated in a teaching by investigation, so that it can contribute to meaningful learning, using the knowledge Vee created by D. Bob Gowin, and that is a graphic organizer based on the meaningful learning theory.
Keywords:
Teaching models, problem solving, meaningful learning, knowledge Vee.