Knowledge and its relationship with the learning of the stuents in current societies
##plugins.themes.bootstrap3.article.sidebar##
PDF (Español (España))
FLIP
HTML (Español (España))
When submitting the articles, the author or authors agree to transfer the copyright to the Paideia Surcolombiana Journal, for its publication and dissemination in printed or electronic version.
The statements and opinions and expressed in the articles belong to the authors in question and do not represent the opinions and scientific policy of the School of Education in Universidad Surcolombiana.
This work is under license Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
##plugins.themes.bootstrap3.article.main##
The new conceptualization between education and society consists in sustaining that knowledge is the key factor in the development of any society and the support of economic growth and its social relations. This requires a learning that compromises the daily activities of man, which means a new way of thinking to interpret and relate to reality, natural and social. It is necessary to review the different theories of learning, and their relationship with the knowledge that is taught in educational institutions, this allows us to look at the ways in which theorists in education explain the process that allows learning to characterize the conceptual frameworks that they guide the educational actions of teachers and students in the societies of the present. The reflection focuses on the constructivist theories of education.
Downloads
##plugins.themes.bootstrap3.article.details##
Carreto, M y Limón, M (1993). En Díaz Barriga, Fryda. El aprendizaje de la historia en el Bachillerato: procesos de pensamiento y construcción del conocimiento en profesores y estudiantes del CCH/UNAM. México. Ciudad Universitaria. (1998). 25.
Castañeda, Margarita (1987). P. 183.
Coll, Cesar y E Isabel, Sole (1993). «Los profesores y a concepción constructivista». En El constructivismo en el Aula. Editorial Grao (1993). P. 16.
Coll, C y Solé, I (1995). «La relación Profesor alumno en el proceso de enseñanza aprendizaje». En Coll Cesar, J Palacios y A, Marchesi. Psicología de la Educación II Madrid Alianza Psicología (1995). 302.
Díaz, Frida (1998). El aprendizaje de la historia en el bachillerato. Procesos de Pensamiento y Construcción de conocimiento en profesores y estudiantes del CCH/UNAM. México. Ciudad Universitaria. 1998.
Moreno Armella, Luís E y Waldegg, Guillermina (1998). La epistemología Constructivista y la didáctica de las ciencias: ¿Coincidencia o Complementariedad? En Investigación Didáctica. Cinvestav. IPN. (1998). 422.
