Laura Paola Obando

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.