PEDAGOGICAL STRATEGIES THAT PROMOTE LEARNING TRANSFER: A STUDY ON STUDENT PERCEPTIONS
While, as educators, we are responsible for establishing conditions that promote sustainable, transferable learning, how do we really ensure that students learn effectively and take an active part in the process? After some 20 years in the field, thanks to her involvement in discussions on the learning paradigm and participation in various professional-development activities, the author felt the need to explore how teachers can help students learn, from a student point of view. This article summarizes the main results of a study she conducted in the winter term of 2015 as part of her Master’s degree, at which time she developed an interest in student perceptions of pedagogical strategies that promote learning and the transfer of knowledge to new situations. The findings of that study, while closely associated with a Social Science curriculum, are not limited to those courses exclusively; they are easily transferable to other educational contexts—in particular, other technical-program courses or internships.
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