التفاصيل البيبلوغرافية
| العنوان: |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research ; La relación entre teorías de aprendizaje y teorías de la educación ejemplificadas por la tecnología educativa de la investigación investigador ; Relação entre teorias de aprendizagem e teorias de educação exemplificada pela tecnologia educacional da pesquisa investigativa |
| المؤلفون: |
Ferreira, Marcello, Silva, André Luís Silva da, Filho, Olavo Leopoldino da Silva, Polito, Antony Marco Mota, Carvalho, Cleonice de Ávila |
| المصدر: |
Educação; Vol. 45 No. 1 (2022): Single Volume; e38133 ; Educação; Vol. 45 Núm. 1 (2022): Volumen único; e38133 ; Educação; v. 45 n. 1 (2022): Volume Único; e38133 ; 1981-2582 ; 0101-465X ; 10.15448/1981-2582.2022.1 |
| بيانات النشر: |
Editora da PUCRS - ediPUCRS |
| سنة النشر: |
2022 |
| المجموعة: |
Pontifícia Universidade Católica do Rio Grande do Sul: Portal de Periódicos da PUCRS |
| مصطلحات موضوعية: |
learning theories, meaningful learning, educational theories, research communities, investigative research, teorias de aprendizagem, aprendizagem significativa, teorias educacionais, comunidades de investigação, pesquisa investigativa, teorías de aprendizaje, aprendizaje significativo, teorías educativas, comunidades de investigación, investigación investigativa |
| الوصف: |
We start from the epistemological consideration that, by taxonomy and preponderance, psychological theories of learning are more basic and more restricted than theories of education. In fact, psychological learning theories have an eminently descriptive nature – associated with the scientific elucidation of how the mechanisms behind the cognitive processes involved in learning work – whereas educational theories have an eminently normative nature – associated with guiding principles and criteria of decision on what to teach and methodologies on how to teach, in order to achieve certain goals. From this, we briefly describe the conceptual structures of David Ausubel’s theory of meaningful learning and Mathew Lipman’s educational theory (formation of research communities), articulating them with each other in the light of the proposed classification. Then, we present and discuss how the articulation between the two theories could be implemented in practice, through educational technology, namely, investigative research, typifying this relationship in the learning strategy associated with the research project and to the seminar. Finally, by way of strengthening the conclusions reached from the confrontation between the proposed premises and conceptual articulation, we highlight some explicit connections between thetheoretical framework and the educational technology in evidence. ; Partimos de la consideración epistemológica de que, por taxonomía y preponderancia, las teorías psicológicas del aprendizaje son más básicas y más restringidas que las teorías de la educación. De hecho, las teorías del aprendizaje psicológico tienen una naturaleza eminentemente descriptiva, asociada con la explicación científica de cómo funcionan los mecanismos detrás de los procesos cognitivos involucrados en el aprendizaje, mientras que las teorías educativas tienen una naturaleza eminentemente normativa, asociada con principios y criterios rectores decisión sobre qué enseñar y metodologías sobre cómo enseñar, para lograr ciertos ... |
| نوع الوثيقة: |
article in journal/newspaper |
| وصف الملف: |
application/pdf |
| اللغة: |
Portuguese |
| Relation: |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/38133/27643; https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/38133 |
| الاتاحة: |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/38133 |
| Rights: |
Copyright (c) 2022 Educação ; https://creativecommons.org/licenses/by/4.0 |
| رقم الانضمام: |
edsbas.F5068186 |
| قاعدة البيانات: |
BASE |