« maio 2006 | Entrada | setembro 2006 »
Este blogue acaba de ultrapassar as 100 000 visitas anuais, segundo o contador interno do "weblog.com.pt" (Webalizer). Nada mau para para um blogue com menos de dois anos. Parece que a Bioquímica ficou na moda, 8-).
O silêncio deve-se à época de exames e, principalmente, ao Processo de Bolonha. Com as férias à porta, a regularidade só volta lá para Setembro.
Já não será para este ano lectivo, porque já vamos adiantados nos exames, mas cá fica para o próximo:
[...]
I latched on to the idea that to pass you got a clear view of what you were expected to know, and learnt it, word for word. Not much thinking. Just learn the sacred texts. I had no more trouble passing university examinations. Unfortunately, the apparent success of this mind-stunting technique impressed me and retarded my mind’s development for years to come.
[...]
JPPowell (1985) ‘The residues of learning: Autobiographical accounts by graduates of the impact of higher education’, Higher Education 14: 127–47.
(Citado em: PRamsden (1992). Learning to Teach in Higher Education. Routledge, p. 28.)
Uma observação interessante, que até nem é exclusiva do campo de estudos em causa:
[...]
When I was a student, the responsibility was entirely on us in terms of learning, exam results: the onus was on us. I think that the whole culture has turned around now. I find it deeply ironic that students are so much more led than they ever were. (Lecturer in History, University F.)
[,,,]
(citado em: RBarnett, GParry & KCoate (2001). Conceptualising Curriculum Change. Teaching in Higher Education 6(4): 435-449 (p. 447); para os devidos efeitos, tanto quanto posso antecipar, esta ligação só funcionará de dentro de uma rede de ES)
(Entrada em paralelo com o "Que Universidade?")
Um artigo curto de HB White, intitulado "Litmus Test for Biochemistry Students" desenvolve a noção de conhecimento mínimo. E dá, também, uma definição operacional, muito ao estilo das competências de Bolonha:
[...]
Consequently, for the sake of this discussion, I would like to expand the context of knowing to go beyond content knowledge to include skills that I think are important for biochemists. My candidate for an essential skill is knowing how to continue learning on one's own. If students only fill their heads with facts, but cannot use them and depend on teachers for new information, they have not been educated. They will soon forget what they have learned and will be incapable of learning anew on their own. Students should recognize what they need to know and do not understand, and then learn it.
[...]
Mais fácil de dizer do que de fazer, dir-me-ão. Pois, o que vale o que se consegue sem esforço, pergunto eu?
HBWhite (2006). Litmus Test for Biochemistry Students, Biochem. Mol. Biol. Educ. 34(1): 49.