Una interpretación de la teoría del aprendizaje significativo de Ausubel en el contexto del laboratorio didáctico de ciencias
- Julia Flores
- María Concesa Caballero
- Marco Antonio Moreira
- Concesa Caballero Sahelices (coord.)
- Jesús Ángel Meneses Villagra (coord.)
- Moreira, Marco Antonio (coord.)
Publisher: Servicio de Publicaciones e Imagen Institucional ; Universidad de Burgos
ISBN: 978-84-16283-21-7, 84-16283-21-4
Year of publication: 2015
Pages: 435-448
Congress: Encuentro Iberoamericano sobre Investigación Básica en Educación en Ciencias (5. 2015. Burgos)
Type: Conference paper
Abstract
This work is a theoretical interpretative contribution of the Theory of Meaningful Learning of David Ausubel, which has as purpose to reveal the application potential in the teaching science lab, consistently to its basic principles. Since the ausubelian theory had its applicative roots in the classroom, there has been little effort to understand its potential in a complex learning environment as is the teaching science lab under a constructivist didactic approach. That is why it is necessary to restate the basic principles of this theory, considering the ausubelian learning conditions, to generate a theoretical understanding for a coherent, practical and productive educational performance in the laboratory. This theoretical approach includes the following aspects: (a) the basic principles of Meaningful Learning Theory, (b) previous knowledge, (c) learning materials, and (d) the attitude of learning. Thus, this work is an effort to give relevance to this theory in teaching science lab, whose centerpiece is the construction of meaning, during a process of conceptual assimilation, which is the cognitive essence of meaningful learning.
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