La (pre)ocupación por el aprendizaje: desde la complejidad piagetiana al conocimiento situado
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learning
situated learning
situated knowledge
constructivism.
aprendizaje
aprendizaje situado
conocimiento situado
constructivismo
situated learning
situated knowledge
constructivism.
aprendizaje
aprendizaje situado
conocimiento situado
constructivismo
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Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Piaget postula que toda actividad de aprendizaje y proceso intelectual se encuentran fundamentados en la acción; el conocer solo es posible a través de la interacción entre la mente consciente y el mundo. Así, los seres humanos se autoconstruyen y se adaptan, dando como resultado una capacidad de comprensión, producto de un interés, que abarca tanto la afectividad como su nivel de entendimiento. El constructivismo, como marco epistemológico y pedagógico, asume que el ser que aprende es integral y que sus competencias sociales y afectivas influyen en sus procesos de conocer. Desde este entendido, el aprendizaje situado revaloriza lo cotidiano y contextual, en tanto concibe que el conocer solo es posible en un tejido de significados compartidos.
Piaget postulates that all learning activities and intellectual processes are based on action. Knowing is only possible through the interaction between the conscious mind and the world. Thus, human beings are self-constructed and adaptive, resulting in a capacity of comprehension due to interest which contains both affectivity and his level of understanding. As an epistemological and pedagogical framework, constructivism assumes that the person who learns is an integral being and that his social and affective competences influence his processes of knowing. From this point of view, Situated Learning revalues the everyday and contextual, as it conceives that knowing is only possible in a space of shared meanings.
Piaget postulates that all learning activities and intellectual processes are based on action. Knowing is only possible through the interaction between the conscious mind and the world. Thus, human beings are self-constructed and adaptive, resulting in a capacity of comprehension due to interest which contains both affectivity and his level of understanding. As an epistemological and pedagogical framework, constructivism assumes that the person who learns is an integral being and that his social and affective competences influence his processes of knowing. From this point of view, Situated Learning revalues the everyday and contextual, as it conceives that knowing is only possible in a space of shared meanings.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artículo evaluador por pares
info:eu-repo/semantics/publishedVersion
Artículo evaluador por pares
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Science and Education; Vol. 1 No. 1 (2017): Ciencia y Educación; 37-44
Ciencia y Educación; Vol. 1 Núm. 1 (2017): Ciencia y Educación; 37-44
2613-8808
2613-8794
10.22206/cyed.2017.v1i1
Ciencia y Educación; Vol. 1 Núm. 1 (2017): Ciencia y Educación; 37-44
2613-8808
2613-8794
10.22206/cyed.2017.v1i1