• El constructivismo como enfoque en la psicología educativa

    Author(s):
    Luis Ernesto Paz Enrique (see profile) , María Luisa Leyva Hernández
    Date:
    2022
    Group(s):
    Cultural Studies
    Subject(s):
    Education
    Item Type:
    Article
    Tag(s):
    Constructivismo, Psicopedagogía, Enseñanza Media, Psicología, Educación
    Permanent URL:
    https://doi.org/10.17613/3ppy-6e86
    Abstract:
    Constructivism as a psychopedagogical perspective does not in itself constitute a specific paradigm or theory. This is evident in the published scientific literature where there is no consensus regarding the conceptualization of the constructivist approach. It is based as a referential - explanatory framework in the field of education. It takes as a principle that the subjects of the teaching process build a large part of what they learn and understand. This perspective leaves the authors Piaget and Vygotsky with the theory and research on human development. The present study focuses on analyzing the perspective raised by the authors Urrutia-Aguilar, Jaimes-Medrano and Aburto-Arciniega (2022) on the resilience of high school teachers. In the study are not analyzed the potentialities of constructivism as a perspective in educational psychology. This would have favored the continuity of the educational teaching process. Consequently, there is a set of paradigms and theories that favor autonomous learning, mainly for high school students.
    Metadata:
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    Published as:
    Journal article     Show details
    Pub. DOI:
    https://doi.org/10.22402/j.rdipycs.unam.e.8.2.2022.489
    Publisher:
    UNAM Facultad de Estudios Superiores Iztacala
    Pub. Date:
    2022
    Journal:
    Revista Digital Internacional de Psicología y Ciencia Social
    Volume:
    8
    Issue:
    2
    Page Range:
    22 - 25
    ISSN:
    2448-8119
    Status:
    Published
    Last Updated:
    6 months ago
    License:
    Attribution-NonCommercial-ShareAlike
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