Theoretical and behavioral features to be considered when planning and implementing a PBL Curriculum

Revista de la Facultad de Ciencias Médicas de Córdoba

Alberto Enrique D'Ottavio¹ 

[1] "Universidad Nacional de Rosario";

关键词: Theory;    Behavior;    Planning;    Implementation;    PBL;    Curriculum;   

DOI  :  10.31053/1853.0605.v73.n4.12736

来源: DOAJ

【 摘 要 】

This work complements former articles about an Argentinean PBL curriculum after twelve years of development. In this context, it points out determined inflexible features linked to its theoretical-pedagogical basis and certain counter-productive behaviors detected in some planners, teachers and students during its design and/or enduring implementation. Hence, reflections are made on learning and adult learning (andragogy) theories. Furthermore, related questions and some aspects to be overcome are presented and analyzed. In this way, it also intends to honestly and responsibly warn well-trained curriculum planners and executors to be cautious when choosing and managing learning theories. Likewise, it complementarily highlights the need of refocusing teachers that, pretending to be forward-looking ones, end up harming what at first proclaimed to benefit: the students

 

 

【 授权许可】

Unknown