Evaluación de un programa para enseñar y aprender Cultura clásica mediante estrategias de simulación.

Student thesis: Doctoral thesis


An Evaluation of a program has been carried out. A new educative experience for 4t. ESO (last year of Secondary School in Spain). This new item has the following objectives:
1. To check the validity of the Greco roman civilization, mainly regarding the values.
2. In the Greco roman field, analyze the models and designs.
3. To know the potentials of the strategies of teaching-learning based on simulation.
4. To describe and state hypothesis teaching-learning regarding to emotional strategies and different intelligences.
It is based on an approach systemic and memetic of the reality. After analyzing the quick changes due to globalization, the supposition of the sociology and educational policies are checked as well as cognitive psychology and what we have called 'emotional psychology' (Goleman, Csikzentmihalyi, Garner, etc.).
Later on, the game's theory and the ludic approach of Huizingza have been analyzed. A didactic model has been made which has been put into practice in the classroom.

The outline arises from the naturalist or qualitative paradigm. It is mainly based on the strategies approach such as participant remark, Socratic question and the analysis of research made by pupils. Also, an outline has been done on six questionnaires and a videographic register has been used to back up triangulation.
Regarding the results, we can state that the classics are still valid, but we can't be dogmatic in the selection of the subject matters and not also when it refers to one or another didactic strategy in the classroom because multidiversity is an important key.
The individual learning through acknowledgement combined with the learning in small groups and following the steps of constructivism, seems to have provided good results according to the involved doers in the experience.
A larger learning index has been verified in the attitudes which are higher to the methods and these to the concepts.
To make believe (to turn the classroom into a cultural service enterprise in which two macrotasks are performed) has worked positively. A larger 'creativity' in process than in products has been produced, although thought fullness predominates above creativity. Above all, the program has had a certain degree of the effectiveness (fulfilment of the targets) and efficiency (link objectives/ outlay in human resources). Regarding effectiveness (approach the program to its peak) it is believed that it is a mark very hard to evaluate. We are willing to accept that the program has been more adequate than inadequate.
Date of Award12 Feb 2003
Original languageUndefined/Unknown
SupervisorJosé Tejada (Director)

Cite this