9786208627003 - Problematization and evaluation of learning in vocational education: Active methodologies in teaching and learning de Sant´Anna, Geraldo José; T. Furtado, Luciane; ... (10 resultados)

Condición: New. In.

Taschenbuch. Condición: Neu. Problematization and evaluation of learning in vocational education | Active methodologies in teaching and learning | Geraldo José Sant´Anna (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2025 | Our Knowledge Publishing | EAN 9786208627003 | Verantwortliche Person für die EU: SIA OmniScriptum Publishing, Brivibas Gatve 197, 1039 RIGA, LETTLAND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu.

PAP. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Condición: New. Print on Demand.

Condición: New. Print on Demand.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The demands of the globalized world and the speed of technology in the knowledge society mean that we have to rethink, reflect on and implement new ways of teaching and learning. Important contributions have been made in recent decades, boosting studies into the construction of knowledge and emphasizing individual differences in the appropriation of knowledge. These advances, although they should recreate different relationships in the classroom, are often swallowed up by crystallized concepts that insist on the permanence of methods that consider the group of students as a single individual, disregarding the important differences that make up a classroom. This book does not provide solutions, but it does allow for broad reflections on the strategies used to teach and their connections with learning, the reproduction of ideas and the difficulties in forming thinkers. It seeks to promote the appropriation of educational actions, which are often unconsciously driven, and highlights their impact on the construction of knowledge, leading educators to seek new strategies and to work hard at planning the important work of ensuring students' learning. 88 pp. Englisch.

Condición: New. PRINT ON DEMAND.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The demands of the globalized world and the speed of technology in the knowledge society mean that we have to rethink, reflect on and implement new ways of teaching and learning. Important contributions have been made in recent decades, boosting studies into the construction of knowledge and emphasizing individual differences in the appropriation of knowledge. These advances, although they should recreate different relationships in the classroom, are often swallowed up by crystallized concepts that insist on the permanence of methods that consider the group of students as a single individual, disregarding the important differences that make up a classroom. This book does not provide solutions, but it does allow for broad reflections on the strategies used to teach and their connections with learning, the reproduction of ideas and the difficulties in forming thinkers. It seeks to promote the appropriation of educational actions, which are often unconsciously driven, and highlights their impact on the construction of knowledge, leading educators to seek new strategies and to work hard at planning the important work of ensuring students' learning.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 88 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The demands of the globalized world and the speed of technology in the knowledge society mean that we have to rethink, reflect on and implement new ways of teaching and learning. Important contributions have been made in recent decades, boosting studies into the construction of knowledge and emphasizing individual differences in the appropriation of knowledge. These advances, although they should recreate different relationships in the classroom, are often swallowed up by crystallized concepts that insist on the permanence of methods that consider the group of students as a single individual, disregarding the important differences that make up a classroom. This book does not provide solutions, but it does allow for broad reflections on the strategies used to teach and their connections with learning, the reproduction of ideas and the difficulties in forming thinkers. It seeks to promote the appropriation of educational actions, which are often unconsciously driven, and highlights their impact on the construction of knowledge, leading educators to seek new strategies and to work hard at planning the important work of ensuring students' learning.