The Multiple Perspectives Model in Higher Education: Promoting Critical Analysis and Reflection

Authors

  • Ana Amélia Carvalho Full Professor in the Faculty of Psychology and Educational Sciences of the University of Coimbra
  • Célio Gonçalo Marques Adjunct Professor in the Department of Information and Communication Technologies of the Polytechnic Institute of Tomar.

DOI:

https://doi.org/10.14195/1647-8614_49-1_4

Keywords:

higher education, Multiple Perspectives Model, Cognitive Flexibility Theory, case studies, deconstruction, reflection

Abstract

The political and organizational transformations that have been taking place in Higher Education, combined with lifelong learning needs, have led to the search of methodologies that promote the development of competences and a more reflexive and active way of learning. The Multiple Perspectives Model is an option to help teachers in this transition. This Model, which is based on the Cognitive Flexibility Theory (CFT) and on case studies, enhances reflection, stimulates critical analysis and promotes cognitive flexibility in advanced knowledge acquisition. The Model has two processes: cases deconstruction, and online reflection and interaction. It can be applied to any knowledge
domain in a face‘to‘face learning, blended‘learning or distance learning. The studies realized to CFT are briefly presented. Students reported to learn a lot in a short period of time.

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Published

2015-12-11

How to Cite

Carvalho, A. A., & Marques, C. G. (2015). The Multiple Perspectives Model in Higher Education: Promoting Critical Analysis and Reflection. Revista Portuguesa De Pedagogia, 1(1), 83–104. https://doi.org/10.14195/1647-8614_49-1_4

Issue

Nº 49-1 (2015)

Section

Articles

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in Antropologia Portuguesa journal.