Over the years, and after 1914, other options have appear, such as Problem-Bas Learning, for example. As the objective of this note is not to make an inventory of teaching-learning methodologies, I will go on to substantiate the title of the article. All methodologies are “good” per se , but their use depends on variables such as the student’s profile, the general competencies of the study center and the expect achievements in each session, in each course, in each academic cycle, and of course , of the teacher-facilitator-advisor-guide.
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In my opinion, methodologies of this type fit perfectly with the ucational model that advocates the development of skills such as problem-solving skills, critical thinking and autonomous learning, to business lead name just a few. But there is a problem when the teacher uses cases that are not his or her professional experience . In doing so, he is using other people’s experiences, he is going to lecture on a topic about which he does not have deep knowlge, and it is likely that he will meet a student who works on the topic.
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My proposal is that each teacher transfers their work experience to the university. The situations, the problems seen in the company, are valuable inputs to become cases following the methodological guidelines , and here I believe it is essential to form an itorial committee that gives academic form to the professional experience.The work of psychologist David Rosenhan (1929-2012) is part of an interesting study that severely B2C Database criticiz the validity of psychiatric diagnoses and treatments at that time (60s-70s). The experiment consist of making mical appointments claiming to have a psychotic manifestation (auditory hallucinations), in different hospitals in the Unit States chosen by him (public, private, rural, university) that had no idea about his project.