Challenges in a Physics Course: Introducing Student-Centred Activities for Increased Learning

Carola Hernández Hernández, Ole Ravn, Antonio Manu Forero Shelton

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

This article identifies and analyses some of the challenges that arose in a development process of changing from a content-based teaching environment to a student-centred environment in an undergraduate physics course for medicine and biology students at Universidad de los Andes. Through the use of the Critical Research model proposed by Skovsmose and Borba, the development process was formed as a close co-operation between academics and researchers in both the construction of pedagogical changes and the responses to particular educational problems during the process. The analyses of the development process highlight a number of difficulties in relation to the introduction of specific student-centred approaches in relation to both the structure of the course and the conception of the content of the course.
Original languageEnglish
JournalJournal of University Teaching & Learning Practice
Volume11
Issue number2
ISSN1449-9789
Publication statusPublished - 2014

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Cite this

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Challenges in a Physics Course : Introducing Student-Centred Activities for Increased Learning. / Hernández, Carola Hernández; Ravn, Ole; Forero Shelton, Antonio Manu .

In: Journal of University Teaching & Learning Practice, Vol. 11, No. 2, 2014.

Research output: Contribution to journalJournal articleResearchpeer-review

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AU - Hernández, Carola Hernández

AU - Ravn, Ole

AU - Forero Shelton, Antonio Manu

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AB - This article identifies and analyses some of the challenges that arose in a development process of changing from a content-based teaching environment to a student-centred environment in an undergraduate physics course for medicine and biology students at Universidad de los Andes. Through the use of the Critical Research model proposed by Skovsmose and Borba, the development process was formed as a close co-operation between academics and researchers in both the construction of pedagogical changes and the responses to particular educational problems during the process. The analyses of the development process highlight a number of difficulties in relation to the introduction of specific student-centred approaches in relation to both the structure of the course and the conception of the content of the course.

M3 - Journal article

VL - 11

JO - Journal of University Teaching & Learning Practice

JF - Journal of University Teaching & Learning Practice

SN - 1449-9789

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