Gamificación en la docencia“Star Wars” como contenido transversal para el primer día de clase

  1. J. Fernández-Gavira 1
  2. J. García-Fernández 1
  3. P. Gálvez-Ruiz 2
  4. A. Sánchez-Oliver 3
  5. M. Grimaldi-Puyana 1
  6. V. Alcaraz-Rodríguez 3
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  3. 3 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

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Revista:
Actividad física y deporte: ciencia y profesión

ISSN: 1578-2484

Ano de publicación: 2019

Número: 30

Páxinas: 224-226

Tipo: Artigo

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Outras publicacións en: Actividad física y deporte: ciencia y profesión

Resumo

The Bologna process of transformation of the European Higher Education Area, has meant a transformation for university education, although in traditional education the educational model was focused on teaching, now it is intended, above all, to focus on learning, thus putting the focus in the student body and in teaching him to learn, not for his current life, but for his whole life. For the sake of acquiring autonomous learning, it is therefore a matter of providing the students with the tools to be the protagonist of their own learning. A learning of this type, based on the acquisition of skills, requires a type of methodologies that encourage the reflection of students, such as Active Methodologies. Which, in turn, is aligned with the pedagogical method of general reference, Experiential Learning, developed by various authors (Dewey, 1938/1997, Beard and Wilson, 2006, Benitez, 2009 ...), which is based on the construction of learning from experiences that must necessarily be reflected.

Fonte de datos: Dialnet