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Ramirez Gonzalez, D. A., & Cardona Marín, Álvaro D. (2010). Meaningful learning trough planning didactic secuences, execution and asessment in the psychology. International Journal of Psychological Research, 3(2), 93–108. https://doi.org/10.21500/20112084.816
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
The text shows how is possible the meaningful learning for apprentices trough the use of miscellaneous infovirtual sources and didactic sequences of planning, execution and assessment of the family subjects, psycholinguistics and psychometrics from the psychology program of the “Católica del Norte Fundación Universitaria”. The methodology used is qualitative, documentary and hermeneutic analysis. The main finding is the exploration and analysis of the planning didactic sequences, execution and assessment with each academic and administrative, logical, technological, methodological and didactic resources. Those resources were available for the subjects and are necessary to achieve a long-lasting, applied and important learning in the meaningful context for students
Referencias
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Barriga Arceo, F. D. y Hernández Rojas, G. (2002). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista. 2º edición. México: Mc GrawHill. 463 p.
Casanova, M. A. (1998). La evaluación educativa. Escuela básica, España. Cooperación Española. Escuela Normalista.
Clavijo, N. M.; Pinilla Roa, A. y Angarita Sánchez, J. (2002). Reflexiones en educación universitaria II: evaluación. Universidad Nacional de Colombia. Bogotá.
Coll, C., Pozo, J. I., Sarabia, B. y Valls, E. (1992). Los contenidos de la reforma. Enseñanza y aprendizaje de conceptos, procedimientos y actitudes. Madrid: Santillana. Comentados por: Barriga Arceo, F. D. y Hernández Rojas, G. (2002). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista. 2º edición. México: Mc GrawHill. 463 p.
De Zubiria Samper, M. (2004). Enfoques pedagógicos y didácticos contemporáneos. Bogotá: FiPC. 351 p.
García, J.J., Méndez, B., y González, E. (2003). Evaluación diagnostica de una generación de alumnos de la asignatura de Salud Pública. Ciclo escolar. Facultad de Medicina, UNAM. México: Departamento de Salud Pública, UNAM. Retomados por Restrepo Gómez, B.; Román Maldonado, C. E. y Londoño Giraldo, E. (2009). Situación actual de la investigación y la práctica discursiva sobre la evaluación de aprendizajes en e-learning en la educación superior. Católica del Norte Fundación Universitaria. 99 p.
Barriga Arceo, F. D. y Hernández Rojas, G. (2002). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista. 2º edición. México: Mc GrawHill. 463 p.
Casanova, M. A. (1998). La evaluación educativa. Escuela básica, España. Cooperación Española. Escuela Normalista.
Clavijo, N. M.; Pinilla Roa, A. y Angarita Sánchez, J. (2002). Reflexiones en educación universitaria II: evaluación. Universidad Nacional de Colombia. Bogotá.
Coll, C., Pozo, J. I., Sarabia, B. y Valls, E. (1992). Los contenidos de la reforma. Enseñanza y aprendizaje de conceptos, procedimientos y actitudes. Madrid: Santillana. Comentados por: Barriga Arceo, F. D. y Hernández Rojas, G. (2002). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista. 2º edición. México: Mc GrawHill. 463 p.
De Zubiria Samper, M. (2004). Enfoques pedagógicos y didácticos contemporáneos. Bogotá: FiPC. 351 p.
García, J.J., Méndez, B., y González, E. (2003). Evaluación diagnostica de una generación de alumnos de la asignatura de Salud Pública. Ciclo escolar. Facultad de Medicina, UNAM. México: Departamento de Salud Pública, UNAM. Retomados por Restrepo Gómez, B.; Román Maldonado, C. E. y Londoño Giraldo, E. (2009). Situación actual de la investigación y la práctica discursiva sobre la evaluación de aprendizajes en e-learning en la educación superior. Católica del Norte Fundación Universitaria. 99 p.
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