CONSTRUCTIVISM AS A SCHOOL OF THOUGHT
Constructivism
is the construction of the human being is done with the schemes that the person
already owns as they are the previous knowledge this is what I already built
with the environment that surrounds it is done all the time every day
For
constructivism the important thing is to acquire a new competence that will
allow the student to generalize and apply what he already knows to a new
situation
This model is
centered on the person in his previous experiences of which new mental
constructions are realized and this is when the subject interacts with the
object of knowledge according to Piaget, when he realizes it in interaction
with others says Vygotsky and when it is significant for the subject according
to Ausubel.
The
appropriate strategy to take to practice this model is the method of projects
since it allows to interact in concrete and significant situations stimulates
the know how to do and know how to be conceptual what the processes and
attitudinal. The role of
the teacher changes to moderator, coordinator, facilitator as a more
participant.
VYGOTSKY´S THEORY is based mainly on the socio-cultural learning of each individual and
therefore in the environment in which it develops. Vygotsky considers learning
as one of the fundamental mechanisms for development, in the model of learning
that brings the context occupies a central place, social interaction becomes
the motor of development, Vygotsky introduces the concept of "zone of
proximal development" Which is the distance between the actual level of
development and the level of potential development for this must take into
account the importance of the social context and the ability to imitate as
learning and development are processes that interact.
Knowledge is
not an object that is passed from one to another, but is something that is
constructed through operations and cognitive skills that are induced in social
interaction. Vygotsky points out that the intellectual development of the
individual can not be understood as independent of the social environment in
which the person is. For Vygotsky, the development of higher psychological
functions occurs first on the social plane and then on the individual level.
EXAMPLES THEORIES
The social
context must be considered at various levels
1. The
interactive level immediately constituted by the individuals with whom the
child interacts in those moments.
2. The
structural level constituted by social structures that influence the child such
as family and school.
3. The
cultural or social level constituted by society in general as the language,
numerical system and technology
4. The
influence of the context is determinant in the development of the child, for example:
a child growing up in a rural environment where their relationships are only
familiar will have a different development with more mastery and knowledge of
the field instead a child of the environment Urban will have greater approach
to cultural and technological aspects.
