ESP | CAT | ENG

Final considerations.

Interested in this section discuss the most relevant aspects that, regardless of the resulting working paper , have been the reflections of the working group :

  • The coordination sphere of reference and purpose of this work have been studies currently being conducted in the region of Girona and Selva ( at the University of Girona and Institutes Montilivi and Santa Eugenia ) , although the result of the work has a much wider application space .
  • It is very positive that the wording of this document has made ??possible the gathering of secondary school teachers and university. Despite their different backgrounds and educational goals in their respective professional activities has been relatively easy and rewarding converge agreements have allowed to reach a consensus on the competences and contents of each of the stages of education the concept of water.
  • Expected to have achieved a very clear progression in both competences and content , throughout the various stages of education . In this regard, highlighted the difficulties this entails sequencing , as often in the official schedules of the various educational stages are used very general terms in relation to the content ( or the same competences) that do not require quite the level of depth in the it works . This means that we can find in high school , for example (but also in secondary education ) formulations that could be found written in the same terms in the Graduate College . That is why we have tried to clearly differentiate in different formulations , study levels in each stage .
  • We consider that the powers to compulsory education and the school are placed in the orbit of formulations like: identify, describe , relate , explain . While from advanced vocational training and course grades and are more appropriate formulations such as: assessment , management , development , and design . This assessment should not imply in any way that ignoring the learning activities in experimental stages required ( nothing is further from the intentions of the authors of this document) .
  • It appreciates that have been clear enough competences to reach the end of the Secondary stage especially important given that all of the students enrolled . In the end , there is the first big moment of disintegration , then there will be those who leave school, who will go through to vocational training , who will join the school . Equally important is to make clear the competences that should have been reached at the end of high school ( now the second largest cluster of students ) , although it is a stage that students have different options to study subjects and therefore, it is difficult to define competences for all. Wrote thinking students who want to undertake studies in that water can be a special component in their training ( specific vocational training higher degrees in science , engineering – architecture, geography ) .
  • Advanced vocational training competences are more specific and direct , referring to studies that have defined its aims. The competences that be have agreed to serve for the students to leave the workplace with confidence and to continue studies at the University , if applicable , in the related degrees .
  • Basically been formulated specific competences directly related to water. It should be noted , however, that working various theoretical and practical aspects related to water can develop more transversal competences : oral communication , ICT, research information , problem solving , creativity, …
  • Just remark that there is still a lot of work to be developed and that we would refer to the definition and methodological aspects of teaching / learning to work with each of the competencess and content related to each stage . This document would serve as a starting point, basic tool , as a frame from which to build an educational program about water as a body of knowledge . In any case, must always be considered in context of previous work , among other things, the characteristics of the surrounding environment , the characteristics of the students in the class group , and of course , the ends of each stage education .

Proyecto financiado por el Ministerio de Educación, Cultura y Deporte en el marco del Programa Campus de Excelencia Internacional

Universitat de les Illes Balears ⋅ Ctra. de Valldemossa, km 7.5 ⋅ Palma ⋅ 07122 Illes Balears ⋅ Tel: +34 971 173 000
Universitat de Girona - Campus e-MTA ⋅ Parc Científic i Tecnològic, Edifici Casademont ⋅ C. Pic de Peguera, 15, ⋅ 17003 Girona Tel. 972 419 678
CSIC. Serrano, 117 ⋅ 28006 Madrid ⋅ Tel: +34 914 113 077
Institut Català de Recerca de l’Aigua (ICRA)Edifici H2O - Parc Científic i Tecnològic de la Universitat de Girona. Emili Grahit 101- 17003 Girona

2012 © e-MTA Campus Euromediterráneo del Turismo y el Agua AVISO LEGAL| MAPA WEB
iglesiesassociats