Resumo

MORAN, Lourdes. Criteria for a Comparative Analysis of Educational Models and Designs. educ.educ. [online]. 2008, vol.11, n.2, pp.139-158. ISSN 0123-1294.

The theories developed on teaching models and instructional designs have been analyzed by academics who are interested in research on education and by teachers who are dedicated to the complex task of imparting instruction. In this respect, teaching models and instructional designs are theoretical products that always offer the possibility of delving further into the problems of education. The purpose of this study is to arrive at a comparative analysis of teaching models and designs through two manuscripts: Models for Teaching by B. Joyce, M. Weil and E. Calhoun, and Instructional Design by Charles M. Reigeluth. To compare them, the author has developed a series of criteria that make it possible to distinguish the essential characteristics of each work and to identify connections between fundamental elements, such as content, methodology, resources, the teacher and actual circumstances in the classroom. Although not intended as a conclusive document, since education is a field that is constantly changing and being updated, the article does attempt to provide new elements to develop educational experiences.

Palavras-chave : Teaching models; education system; learning; educational material; evaluation criteria.

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