HUMANESCENT EXPERIENTIAL PEDAGOGY AND THE THEORY OF SIGNIFICANT LEARNING
The study aims to understand humanescent experiential pedagogy as a technology for teaching, according to the theory of significant learning. This is a theoretical essay, which is developed based on two concepts: humanescent experiential pedagogy, which consists of an innovative pedagogi...
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Universidade Federal do Paraná
2015-09-01
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Series: | Cogitare Enfermagem |
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Online Access: | http://dx.doi.org/10.5380/ce.v20i3.39713 |
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doaj-54fd166ac62f472192f66c968ee414572021-01-02T10:19:12ZengUniversidade Federal do ParanáCogitare Enfermagem1414-85362176-91332015-09-0120360861210.5380/ce.v20i3.39713HUMANESCENT EXPERIENTIAL PEDAGOGY AND THE THEORY OF SIGNIFICANT LEARNINGKisna Yasmin Andrade AlvesViviane Euzébia Pereira SantosMarta Silvânere Pereira Dantas Cláudia Cristiane Filgueira MartinsPétala Tuani Candido de Oliveira SalvadorYole Matias Silveira de AssisThe study aims to understand humanescent experiential pedagogy as a technology for teaching, according to the theory of significant learning. This is a theoretical essay, which is developed based on two concepts: humanescent experiential pedagogy, which consists of an innovative pedagogical strategy for teaching, and Ausubel’s theory of meaningful learning, which concerns the cognitive interaction between new knowledge and prior experience, in order to strengthen the learner in how to be active in building their knowledge. It is therefore concluded that humanescent experiential pedagogy presents assumptions consistent with the theory of meaningful learning, comprising important technology for teaching,in addition to contributing to paradigm shifts in the education scenario.http://dx.doi.org/10.5380/ce.v20i3.39713NursingTeachingLearning |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Kisna Yasmin Andrade Alves Viviane Euzébia Pereira Santos Marta Silvânere Pereira Dantas Cláudia Cristiane Filgueira Martins Pétala Tuani Candido de Oliveira Salvador Yole Matias Silveira de Assis |
spellingShingle |
Kisna Yasmin Andrade Alves Viviane Euzébia Pereira Santos Marta Silvânere Pereira Dantas Cláudia Cristiane Filgueira Martins Pétala Tuani Candido de Oliveira Salvador Yole Matias Silveira de Assis HUMANESCENT EXPERIENTIAL PEDAGOGY AND THE THEORY OF SIGNIFICANT LEARNING Cogitare Enfermagem Nursing Teaching Learning |
author_facet |
Kisna Yasmin Andrade Alves Viviane Euzébia Pereira Santos Marta Silvânere Pereira Dantas Cláudia Cristiane Filgueira Martins Pétala Tuani Candido de Oliveira Salvador Yole Matias Silveira de Assis |
author_sort |
Kisna Yasmin Andrade Alves |
title |
HUMANESCENT EXPERIENTIAL PEDAGOGY AND THE THEORY OF SIGNIFICANT LEARNING |
title_short |
HUMANESCENT EXPERIENTIAL PEDAGOGY AND THE THEORY OF SIGNIFICANT LEARNING |
title_full |
HUMANESCENT EXPERIENTIAL PEDAGOGY AND THE THEORY OF SIGNIFICANT LEARNING |
title_fullStr |
HUMANESCENT EXPERIENTIAL PEDAGOGY AND THE THEORY OF SIGNIFICANT LEARNING |
title_full_unstemmed |
HUMANESCENT EXPERIENTIAL PEDAGOGY AND THE THEORY OF SIGNIFICANT LEARNING |
title_sort |
humanescent experiential pedagogy and the theory of significant learning |
publisher |
Universidade Federal do Paraná |
series |
Cogitare Enfermagem |
issn |
1414-8536 2176-9133 |
publishDate |
2015-09-01 |
description |
The study aims to understand humanescent experiential pedagogy as a technology for teaching, according to the theory of significant learning. This is a theoretical essay, which is developed based on two concepts: humanescent experiential pedagogy, which consists of an innovative pedagogical strategy for teaching, and Ausubel’s theory of meaningful learning, which concerns the cognitive interaction between new knowledge and prior experience, in order to strengthen the learner in how to be active in building their knowledge. It is therefore concluded that humanescent experiential pedagogy presents assumptions consistent with the theory of meaningful learning, comprising important technology for teaching,in addition to contributing to paradigm shifts in the education scenario. |
topic |
Nursing Teaching Learning |
url |
http://dx.doi.org/10.5380/ce.v20i3.39713 |
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