Educación Siglo XXI, Economía 4.0

Saludos colegas, hoy compartimos un post sobre 15 teorías de aprendizaje según varios autores en la educación, elegidas por Paul Stevens, un profesor de ciencias y bloguero de educación, de nombre TeacherOfSci con sede en Brighton, Inglaterra.

Tabla de contenidos [ocultar]

• 1 ¿Qué son las teorías del aprendizaje?
  • 1.1 Teorías del aprendizaje:
  • 1.2 Cuáles son las teorías del aprendizaje:
  • 1.3 ¿Cuál es el objetivo del aprendizaje?
  • 1.4 Diferencias entre las diferentes teorías de aprendizaje: cuadros sinópticos, comparativos y mapas mentales
  • 1.5 Cuadros relacionados

Las teorías de aprendizaje son de gran importancia porque desarrollan hipótesis que describen como el ser humano lleva a cabo el proceso de aprendizaje

Hoy en día la idea de que conocer o aprender algo consiste en un proceso en el cual recibimos información del exterior, l

Una teoría del aprendizaje es un constructo que explica y  redice como aprende el ser humano, sintetizando el conocimiento  laborado por diferentes autores. Es así como todas las teorías, desde una perspectiva …

Summary: Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture. Originator: Jean Lave Key Terms: Legitimate Peripheral Participation (LPP), Cognitive Apprenticeship Situated Learning Theory (Lave) In contrast with most classroom learning activities that involve abstract knowledge which is and out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture. It is also usually unintentional rather than deliberate. Lave and Wenger (1991) call this a process of "legitimate peripheral participation." Knowledge needs to be presented in authentic contexts -- settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired. As the beginner or novice moves from the periphery of a community to its center, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert. Other researchers have further developed Situated Learning theory. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge."

With a knowledge of alternative theoretical approaches, teachers and instructors are in a better position to make choices about how to approach their teaching in ways that will best fit the perceived needs of their students, within the very many different learning contexts that teachers and instructors face

The three broad learning theories most often utilized in the creation of instructional environments are Behaviorism, Cognitivism, and Constructivism. These theories, however, were developed in a time when learning was not impacted through technology. In other words, they do not address learning that occurs outside of people, that is stored and manipulated by technology. Nowadays…

The theory of Connectivism provides new insight into what it means to facilitate learning in the 21st Century. Those responsible for teaching and training need to incorporate instructional strategies that match learner expectations and the physical changes that technology has wrought on the human brain.