¡Sonría, Maestro! Aprendizaje sentidocon humor la letra entra mejor

  1. Perandones González, Teresa
  2. Herrera Torres, Lucía
  3. Lledó Carreres, Asunción
Journal:
Dedica. Revista de Educação e Humanidades

ISSN: 2182-018X,  2182-0171

Year of publication: 2013

Issue: 4

Pages: 175-186

Type: Article

DOI: 10.30827/DREH.V0I4.7053 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Dedica. Revista de Educação e Humanidades

Abstract

In this article the authors review studies that have examined the educational implications of using humour in teaching. Humor in education as a topic of research is relatively new. Although many publications refer to the positive value of humour in teaching, few research projects to date have been conducted to test empirically this widely accepted idea. A sense of humor has been associated with several positive effects both physiologically and psychologically. Some researchers have found that teachers who use humor in their classes are more positively rated by their peers as well as by their students, while others have suggested that humor may enhance learning. Throughout this work we shall address empirical research approaches on the influence of humour in educational contexts.

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