{"id":1792,"date":"2019-10-25T10:25:17","date_gmt":"2019-10-25T15:25:17","guid":{"rendered":"http:\/\/www.on-school.com\/blog\/?p=1792"},"modified":"2019-10-25T10:25:28","modified_gmt":"2019-10-25T15:25:28","slug":"modelo-constructivista-de-ensenanza-aprendizaje-de-las-ciencias","status":"publish","type":"post","link":"https:\/\/www.on-school.com\/blog\/modelo-constructivista-de-ensenanza-aprendizaje-de-las-ciencias\/","title":{"rendered":"Modelo constructivista de ense\u00f1anza-aprendizaje de las ciencias"},"content":{"rendered":"\n
\"Modelo
Modelo Constructivista<\/figcaption><\/figure>\n\n\n\n

Si algo\ncomienza a estar claro hoy, precisamente, es la necesidad de romper con la idea\ningenua pero extraordinariamente extendida de que ense\u00f1ar es f\u00e1cil: cuesti\u00f3n de\npersonalidad, de sentido com\u00fan o de encontrar la receta adecuada para acabar\ncon la ense\u00f1anza tradicional. M\u00e1s a\u00fan, resulta necesario comprender  que tras la idea vaga de ense\u00f1anza\ntradicional existe un modelo coherente de ense\u00f1anza-aprendizaje por\ntransmisi\u00f3n- recepci\u00f3n de conocimientos ya elaborados (Gil; 1983: 89) y que la\nrenovaci\u00f3n de la ense\u00f1anza no puede ser cuesti\u00f3n de simples retoques, sino que\npresenta las caracter\u00edsticas y dificultades de un cambio de paradigma.<\/p>\n\n\n\n

Si tras\nvarias d\u00e9cadas de esfuerzos innovadores no se ha producido una renovaci\u00f3n\nefectiva de la ense\u00f1anza, ello puede ser atribuido, precisamente, a la falta de\ncomprensi\u00f3n de la coherencia global del modelo tradicional y a la ausencia de\nun nuevo paradigma capaz de dar respuesta a las dificultades encontradas por el\nprimero.<\/p>\n\n\n\n

Intentaremos\naqu\u00ed evitar estos planteamientos contra-te\u00f3ricos, mostrando que los avances en\nla transformaci\u00f3n efectiva de la ense\u00f1anza de las ciencias son el fruto\ncomplejo de los desarrollos convergentes de diversas l\u00edneas de investigaci\u00f3n.<\/p>\n\n\n\n

El modelo constructivista, est\u00e1 jugando hoy ese papel integrador, tanto de las investigaciones en los diferentes aspectos de la ense\u00f1anza-aprendizaje de las ciencias, como de las aportaciones procedentes del campo de la epistemolog\u00eda, psicolog\u00eda del aprendizaje, etc. De este modo, las propuestas constructivistas se han convertido en el eje de una transformaci\u00f3n fundamentada de la ense\u00f1anza de las ciencias.<\/p>\n\n\n\n

Soluci\u00f3n para la ense\u00f1anza-aprendizaje de las matem\u00e1ticas, es el aprendizaje significativo<\/a><\/h3>\n\n\n\n

La cr\u00edtica, muy justificada, de la ense\u00f1anza por descubrimiento, se vio acompa\u00f1ada por una defensa renovada del \u00abaprendizaje por recepci\u00f3n\u00bb, es decir, de la ense\u00f1anza por transmisi\u00f3n de conocimientos ya elaborados. Esta orientaci\u00f3n en la que destacan los nombres de Ausubel<\/a>\u00a0 y Novak\u00a0 <\/a>resalt\u00f3 adecuadamente aspectos como el papel de gu\u00eda del profesor (para evitar las adquisiciones dispersas que proporciona el descubrimiento incidental) o la importancia de las estructuras conceptuales de los alumnos en la adquisici\u00f3n de nuevos conocimientos.<\/p>\n\n\n\n

La innovaci\u00f3n en la ense\u00f1anza se orient\u00f3 as\u00ed al estudio de las jerarqu\u00edas de los conceptos a introducir y a la elaboraci\u00f3n de mapas conceptuales (Moreira y Novak; 1988: 65) para presentar ordenadamente los conocimientos, de forma que pudieran integrarse significativamente, es decir, de forma no arbitraria, sustancial e intencionada-en las estructuras conceptuales de los alumnos. La principal aportaci\u00f3n del trabajo de Ausubel fue, sin duda, el esfuerzo expl\u00edcito de fundamento te\u00f3rico; ello permiti\u00f3 cuestionar las propuestas ingenuas del aprendizaje por descubrimiento y mostrar que, tras la idea vaga y peyorativa de ense\u00f1anza tradicional exist\u00eda un modelo coherente de ense\u00f1anza- aprendizaje por transmisi\u00f3n-recepci\u00f3n. Por lo dem\u00e1s, algunas de las aportaciones de Ausubel , la distinci\u00f3n entre aprendizaje significativo y aprendizaje memor\u00edstico forman parte hoy del bagaje com\u00fan de todos los educadores.<\/p>\n","protected":false},"excerpt":{"rendered":"

Si algo comienza a estar claro hoy, precisamente, es la necesidad de romper con la idea ingenua pero extraordinariamente extendida de que ense\u00f1ar es f\u00e1cil: cuesti\u00f3n de personalidad, de sentido com\u00fan o de encontrar la receta adecuada para acabar con la ense\u00f1anza tradicional. M\u00e1s a\u00fan, resulta necesario comprender  que tras la idea vaga de ense\u00f1anza […]<\/p>\n","protected":false},"author":1,"featured_media":1793,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[27],"tags":[46,352,502,1395,1445,1446,1410,1413],"class_list":["post-1792","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-procesos-educativos","tag-aprendizaje","tag-aprendizaje-significativo","tag-ausubel","tag-ensenanza","tag-gil","tag-modelo-constructivista","tag-moreira","tag-novak"],"yoast_head":"\nModelo constructivista de ense\u00f1anza-aprendizaje de las ciencias -<\/title>\n<meta name=\"description\" content=\"Modelo constructivista de ense\u00f1anza-aprendizaje de las ciencias - 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