SciELO - Scientific Electronic Library Online

vol.17 número3Capitalização da vida nos bancos de células-tronco umbilicais: interrogantes à Psicologia na produção subjetivaIndicadores de atraso no desenvolvimento em crianças de creche advindas de famílias de baixa renda índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Estudos e Pesquisas em Psicologia

versão On-line ISSN 1808-4281


PAIVA, Maria Olímpia Almeida de  e  LOURENCO, Abílio Afonso. Approaches to teaching: implications in the process of the students learning. Estud. pesqui. psicol. [online]. 2017, vol.17, n.3, pp. 1022-1041. ISSN 1808-4281.

In the SAL (Student Approaches to Learning) research view teachers' transmissive and comprehensive approach to teaching has a direct influence in the students' approach to learning. The purpose of this literature review is to urge teachers think about both their teaching methods and the way they nourish their students' learning at the required stage. The purpose of this meta-cognitive reflection is to make teachers able to recognize the many factors which need to be enhanced to get her with the ones which will have to be overlooked so that their students' learning can be improved. It also referred to the importance of knowing the conceptions of students about their learning situation, in order to develop teaching and learning contexts students to experience as deep approaches to learning engines. This necessarily implies the choice of an approach to teaching student-centered. This text aims at making an enhanced contribution towards a better understanding of teaching approaches and at the same time promoting a more suitable and adjusted studying and learning behavior which has to be the most suitable one to meet the students' purposes. Are also indicated some educational implications as well as possible future research.

Palavras-chave : approaches to learning; teaching strategies; school success.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )


Creative Commons License