Piaget, epistemología y didáctica

Date

2000

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Abstract

This article discusses the supposed irrelevance to teaching of Piaget�s genetic psychology. Refuting this argument, the author proposes a descriptive model that explains the constructionist interaction of academic knowledge in the learning process.

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Keywords

Epistemology, Philosophy, Psychology

Citation

DOI

URI

https://andeanlibrary.org/handle/123456789/60610

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