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    [responseDate] => 2024-11-19T11:49:34Z
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                            [identifier] => oai:ojs.revista.ibict.br:article/7004
                            [datestamp] => 2024-05-15T19:17:56Z
                            [setSpec] => inclusao:ART
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                                    [title] => Delimitation and Mitigation of Selected  Gaps in Learning and Teaching 
                                    [creator] => Array
                                        (
                                            [0] => Alvares, Lillian Maria Araujo de Rezende
                                            [1] => Santos, Marcello José Barbosa dos
                                        )

                                    [subject] => Array
                                        (
                                            [0] => teaching and learning gaps
                                            [1] => educational ecosystem
                                            [2] => meaningful learning
                                        )

                                    [description] => This paper explores the complex challenges, persistent problems, and unexpected setbacks within the  educational ecosystem that inevitably lead to teaching and learning gaps. It analyzes the entire extent of their  occurrence chain, examining what causes these weaknesses and what measures can be taken to prevent  them. The paper briefl y presents learning theories, followed by contributions from major educational thinkers,  notably David Paul Ausubel (1918-2008) with his concept of meaningful learning, and some teaching and  learning models, with emphasis on William G. Huitt’s (1995) “A systems framework of the teaching/learning  process.” On the other hand, it discusses the constructs of teaching, highlighting that the process refers to  the fl ow of knowledge from teacher to student, or broadly, from the educator to the learner. It features John  Dewey (1859-1952), the educator who advocated for contextualized teaching tailored to individual student  interests. The paper concludes by considering the main drivers of 21st-century education and proposes  some initiatives to mitigate the identifi ed problems. 
                                    [publisher] => Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)
                                    [date] => 2024-04-19
                                    [type] => Array
                                        (
                                            [0] => info:eu-repo/semantics/article
                                            [1] => info:eu-repo/semantics/publishedVersion
                                        )

                                    [format] => application/pdf
                                    [identifier] => Array
                                        (
                                            [0] => https://revista.ibict.br/inclusao/article/view/7004
                                            [1] => 10.18225/inc.soc.v17i2.7004
                                        )

                                    [source] => Array
                                        (
                                            [0] => Inclusão Social; v. 17 n. 2 (2024): Dossiê Temático: O negócio social orientado à educação
                                            [1] => 1808-8678
                                            [2] => 1808-8392
                                            [3] => 10.18225/inc.soc.v17i2
                                        )

                                    [language] => por
                                    [relation] => https://revista.ibict.br/inclusao/article/view/7004/6547
                                    [rights] => Array
                                        (
                                            [0] => Copyright (c) 2024 Lillian Maria Araujo de Rezende Alvares, Marcello José Barbosa dos Santos
                                            [1] => https://creativecommons.org/licenses/by-nc-sa/4.0
                                        )

                                )

                        )

                )

        )

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