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Prácticas pedagógicas y aprendizaje: transmisión o construcción del conocimiento en enfermería

dc.contributor.authorMojica C.M.M.
dc.contributor.authorBecerra J.A.B.
dc.date.accessioned2024-05-20T19:13:36Z
dc.date.available2024-05-20T19:13:36Z
dc.date.issued2021
dc.identifier.citationMojica, C.M.M., Becerra, J.A.B. Pedagogical practices and learning: transmission or construction of knowledge in nursing [Article@Práticas pedagógicas e aprendizagem: transmissão ou construção do conhecimento em enfermagem] [Article@Prácticas pedagógicas y aprendizaje: transmisión o construcción del conocimiento en enfermería1] (2021) Revista Lasallista de Investigacion, 17 (2), pp. 60-76.es_CO
dc.identifier.issn17944449
dc.identifier.otherhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85107876021&doi=10.22507%2fRLI.V17N2A5&partnerID=40&md5=b1e10baee4e07e88c57af6a841be811d
dc.identifier.urihttp://hdl.handle.net/10818/60096
dc.description17 páginases_CO
dc.description.abstractIntroduction: the training of nursing professionals has passed through different pedagogical approaches and based on practices that need to be evaluated. Objective: the objective of the research was to identify the pedagogical practices framed within a constructivist model that the teachers of a nursing program in Boyacá have and their possible relationship with the learning processes, perceived by the students. Materials and methods: a qualitative study with a phenomenological approach was carried out from the single case method; the collection of information was done through pedagogical social cartography with the construction of eighteen maps by a group of 64 students, the analysis was carried out from the Colaizzi approach. Results: deductive categories and sub-categories emerged from what was proposed by Lev Vygotski: Scaffolding (environment, student–teacher, classmates), Mediating instruments (relationships, methodology) and zone of proximal development (teaching– learning).Conclusions: it’s concluded that there is no diversity of pedagogical practices, since they converge in the traditional model of knowledge transmission, which affects the learning processes of students with the use of conventional and vertical methodologies, which minimize the diversity of grounded practices in the fulfillment of thematic contents, works, tasks, evaluations and inflexible schedules that do not allow well-being and prevent the construction, transformation and relationship of knowledge. © 2021, Revista Lasallista de Investigacion. All Rights Reserved.en
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherRevista La Sallista de Investigaciones_CO
dc.relation.ispartofseriesRevista La Sallista de Investigacion Vol. 17 N° 2 p. 60-76
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabanaes_CO
dc.sourceIntellectum Repositorio Universidad de La Sabanaes_CO
dc.subject.otherlearning processen
dc.subject.othernurseen
dc.subject.otherpedagogyen
dc.subject.otherteaching practiceen
dc.titlePedagogical practices and learning: transmission or construction of knowledge in nursingen
dc.titlePrácticas pedagógicas y aprendizaje: transmisión o construcción del conocimiento en enfermeríaes_CO
dc.typejournal articlees_CO
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.identifier.doi10.22507/RLI.V17N2A5


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