A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

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Title: A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry
Authors: Monllor Satoca, Damián | Lana-Villarreal, Teresa | Bonete Ferrández, Pedro | Gómez, Roberto
Research Group/s: Grupo de Fotoquímica y Electroquímica de Semiconductores (GFES)
Center, Department or Service: Universidad de Alicante. Departamento de Química Física
Keywords: Know-What | Know-How | Know-Why | Physical Chemistry | Competences
Knowledge Area: Química Física
Issue Date: 2013
Editors: Universidad de Alicante. Vicerrectorado de Estudios, Formación y Calidad | Universidad de Alicante. Instituto de Ciencias de la Educación
Citation: XI Jornadas de Redes de Investigación en Docencia Universitaria [Recurso electrónico]: Retos de futuro en la enseñanza superior: docencia e investigación para alcanzar la excelencia académica = XI Jornades de Xarxes d'Investigació en Docència Universitària. Reptes de futur en l'ensenyament superior: docència i investigació per a aconseguir l'excel·lència acadèmica / coordinadores, Mª Teresa Tortosa Ybáñez, José Daniel Alvarez Teruel, Neus Pellín Buades. Alicante : Universidad de Alicante, 2013. ISBN 978-84-695-8104-9, pp. 474-483
Abstract: The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: “know-what” (concept), where facts and descriptions of (natural or social) phenomena are pursued; “know-how” (procedure), where methods and procedures for their application are described; and “know-why” (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student’s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a “know-why” approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a “know-how”, “know-what” or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering.
URI: http://hdl.handle.net/10045/43047
ISBN: 978-84-695-8104-9
Language: eng
Tipe: info:eu-repo/semantics/conferenceObject
Publisher version: http://hdl.handle.net/10045/31305
Appears in Collections:Docencia - ICE - Comunicaciones a Congresos, Conferencias, etc.
INV - GFES - Comunicaciones a Congresos, Conferencias, etc.

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