Delimitation and mitigation of selected gaps in learning and teaching

• Autor(a) principal: Alvares, Lillian Maria Araújo de Rezende
• Data de Publicação: 2024
• Outros Autores: Santos, Marcello José Barbosa dos
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UnB
• Texto Completo: http://repositorio.unb.br/handle/10482/50278; https://doi.org/10.18225/inc.soc.v17i2.7004
• topic: Ensino e aprendizagem; Aprendizagem significativa

This paper explores the complex challenges, persistent problems, and unexpected setbacks within the educational ecosystem that inevitably lead to teaching and learning gaps. It analyzes the entire extent of their occurrence chain, examining what causes these weaknesses and what measures can be taken to prevent them. The paper briefl y presents learning theories, followed by contributions from major educational thinkers, notably David Paul Ausubel (1918-2008) with his concept of meaningful learning, and some teaching and learning models, with emphasis on William G. Huitt’s (1995) “A systems framework of the teaching/learning process.” On the other hand, it discusses the constructs of teaching, highlighting that the process refers to the fl ow of knowledge from teacher to student, or broadly, from the educator to the learner. It features John Dewey (1859-1952), the educator who advocated for contextualized teaching tailored to individual student interests. The paper concludes by considering the main drivers of 21st-century education and proposes some initiatives to mitigate the identifi ed problems.