The Educational Situation Quality Model: Recent Advances
Ver/ Abrir
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
The Educational Situation Quality Model: Recent AdvancesAutoría
Fecha de publicación
2018-03-14Editor
Frontiers MediaCita bibliográfica
DOMÉNECH BETORET, Fernando. (2018). The Educational Situation Quality Model: Recent Advances. Frontiers in Psychology, v. 9Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00328/fullVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
The purpose of this work was to present an educational model developed in recent years
entitled the “The Educational Situation Quality Model” (MOCSE, acronym in Spanish).
MOCSE can be defined as an instructional ... [+]
The purpose of this work was to present an educational model developed in recent years
entitled the “The Educational Situation Quality Model” (MOCSE, acronym in Spanish).
MOCSE can be defined as an instructional model that simultaneously considers
the teaching-learning process, where motivation plays a central role. It explains the
functioning of an educational setting by organizing and relating the most important
variables which, according to the literature, contribute to student learning. Besides
being a conceptual framework, this model also provides a methodological procedure
to guide research and to promote reflection in the classroom. It allows teachers to
implement effective research-action programs to improve teacher–students satisfaction
and learning outcomes in the classroom context. This work explains the model’s
characteristics and functioning, recent advances, and how teachers can use it in an
educational setting with a specific subject. This proposal integrates approaches from
several relevant psycho-educational theories and introduces a new perspective into the
existing literature that will allow researchers to make progress in studying educational
setting functioning. The initial MOCSE configuration has been refined over time in
accordance with the empirical results obtained from previous research, carried out
within the MOCSE framework and with the subsequent reflections that derived from
these results. Finally, the contribution of the model to improve learning outcomes and
satisfaction, and its applicability in the classroom, are also discussed. [-]
Publicado en
Frontiers in Psychology (2018), v. 9Derechos de acceso
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- PSI_Articles [601]
El ítem tiene asociados los siguientes ficheros de licencia: