Trabajo con la zona de desarrollo próximo en el proceso enseñanza aprendizaje

Abstract

The objective of this study was to demonstrate that the application of the cultural historical perspective in the developer teaching-learning process leads students of the upper basic and high school levels to improve the attitude to work as a team and, together with the teacher, become mediators from the learning of others, allowing transit from the Zone of Proximal Development to the Zone of Potential Development. Besides, it was analyzed how the development of metacognitive processes contribute to the formation of integral personalities. The selected population was made up of teachers in training at the seventh and eighth levels of the Social Sciences career at the Central University of Ecuador and students from certain schools in the city of Quito. The fist group were responsible for pre-professional practice in basic and high school educational institutions, and in the second group, the developer-learning teaching methodology was applied. The study is quasi-experimental with a pretest-posttest design with a control group. The experimental group was made up of 430 students of Basic Superior and High School and the control group with 405 students. Four questionnaires were applied: Metacognitive Processes of Learning Scale (MAD), Mediation in the Learning Process (MPA), “Predisposition and Attitudes towards Teamwork (CACTE); Evaluation Assessment in Learning (EAP). After the intervention, the experimental group showed a significant increase in MAD (0.93), in EAP (0.75), in CACTE (0.30), median (0.50) in MPA. It is concluded that the application of the cultural historical perspective through the PEAD improves the learning and integral formation of the students.