Revista Educación ISSN Impreso: 0379-7082 ISSN electrónico: 2215-2644

OAI: https://revistas.ucr.ac.cr/index.php/educacion/oai
El profesorado como mediador cognitivo y promotor de un aprendizaje significativo
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Palabras clave

Meaningful Learning
Mediated-Learning Experiences
Zone of Proximal Development
Self-Regulated Learning
Approaches to Learning
Aprendizaje significativo
Experiencias de aprendizaje mediado
Zona de desarrollo próximo
Aprendizaje auto-regulado
Enfoques de aprendizaje

Cómo citar

Ferreira, M., Olcina-Sempere, G., & Reis-Jorge, J. (2019). El profesorado como mediador cognitivo y promotor de un aprendizaje significativo. Revista Educación, 43(2), 603–614. https://doi.org/10.15517/revedu.v43i2.37269

Resumen

El artículo desarrolla la importancia de la mediación cognitiva efectuada por las y los profesores como recurso indispensable para el progreso de las y los alumnos en procesos de autonomía, metacognición y aprendizaje autorregulado, perfeccionando y regulando las estrategias de aprendizaje y fomentando nuevas formas de abordar las tareas escolares. Las prácticas y las experiencias de aprendizaje mediatizado valoran el aula donde se diferencian las situaciones de enseñanza y aprendizaje, donde todos las y los alumnos aprenden consecuentemente con propuestas pedagógicas y actividades adecuadas y desafiantes en un espacio en el que las y los alumnos y las y los profesores son colaboradores en el marco del proceso de aprendizaje. Nuestro punto de partida es el paradigma de aprendizaje socio-constructivista, donde la pedagogía está pensada para potenciar los aprendizajes de las y los alumnos en cuanto se los considera actores principales de su desarrollo intelectual. Este artículo está elaborado a partir de un análisis de constructos teóricos relevantes en el área de la enseñanza y el aprendizaje.

https://doi.org/10.15517/revedu.v43i2.37269
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