Abstract
Students’ passivity presents several problems:
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Students must listen to the teacher, but they never verify, apply or test what they hear.
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Students try to determine the univocal meaning of the lecture. When the teacher asks a question or proposes an exercise, even a case, the student searches for the proper solution: by definition, it is implied that the exercise is built around identifying the solution. This solution is conceived of by the teacher who designs the exercise so that students must work to find the solution. The paradigm is that of a mathematical exercise.
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Third, the learner’s activity can be as follows: to apply the univocal speech of the teacher in an exercise, i.e. a framework of false experimentation. By « false » we mean that the exercise has been built for the learner to apply a notion or a technique previously taught by the teacher. Good learners are those that apply correctly what the teacher has told them.
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Besson, D. (1998). Active Pedagogical Methods in Teaching Economics and Business Administration: The Example of Games Applied in Teaching Management. In: Tempelaar, D.T., Wiedersheim-Paul, F., Gunnarsson, E. (eds) Educational Innovation in Economics and Business II. Educational Innovation in Economics and Business, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5268-6_20
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DOI: https://doi.org/10.1007/978-94-011-5268-6_20
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