Publication: Desarrollo cognitivo y modelo constructivista en la enseñanza-aprendizaje de las Ciencias
Authors
Perales Palacios, Francisco Javier
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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Description
Abstract
Este trabajo presenta la obra de Piaget desde una amplia perspectiva utilizando, para ello, los tres núcleos básicos en que puede ser aglutinada: teoría independiente de las etapas, teoría dependiente de las etapas y epistemología genética. Seguidamente se analizan sus implicaciones educativas y, en particular, las referentes a la Didáctica de las Ciencias. El resto del estudio está dedicado a relacionar la teoría de Piaget con el Modelo Constructivista o de Cambio Conceptual para la enseñanza-aprendizaje de las Ciencias, lo que se aborda a través de una revisión de las coincidencias y discrepancias entre ambos modelos para, finalmente, reclamar la elaboración de un modelo integrador.
This paper shows the work of Piaget as seen from a wide viewpoint, for which we have used the three essential points that may be characterized: theory independent of stages, theory dependent of stages, and genetic epistemology. The eduational implications are then analyzed, particularly those refering to the didactics of science. The rest of this study is based on relating Piaget's to the constructivist model or conceptual change model for teaching-learning about science, which is carried out by revising the similarities and discrepancies between both models. Finally, a new integrating model is claimed.
This paper shows the work of Piaget as seen from a wide viewpoint, for which we have used the three essential points that may be characterized: theory independent of stages, theory dependent of stages, and genetic epistemology. The eduational implications are then analyzed, particularly those refering to the didactics of science. The rest of this study is based on relating Piaget's to the constructivist model or conceptual change model for teaching-learning about science, which is carried out by revising the similarities and discrepancies between both models. Finally, a new integrating model is claimed.
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Citation
Revista interuniversitaria de formación del profesorado, V. 6(1), N. 13, 1992
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