Efectividad del constructivismo en instituciones educativas emblemáticas de Cusco: Un análisis de caso
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El presente artículo aborda la Gestión del Constructivismo durante el Proceso de Aprendizaje en los colegios emblemáticos; espacio en el cual hay dificultades en la sistematización de los aprendizajes por parte de los estudiantes. El propósito radica en resaltar el aporte del constructivismo en el sistema educativo, para favorecer el rol protagónico del tiene el aprendiz en la construcción de sus aprendizajes. El objetivo de la investigación fue determinar en qué medida la aplicación del enfoque constructivista favorece el proceso de aprendizaje en estudiantes de secundaria. El estudio siguió un enfoque cuantitativo con diseño no experimental, transversal y correlacional. Los resultados evidenciaron una correlación directa y significativa entre la aplicación del enfoque constructivista y la mejora del aprendizaje en los discentes. Por lo cual, la gestión del constructivismo a partir de teorías y modelos educativos favorecen la estructuración de los esquemas mentales de los estudiantes durante su proceso de aprendizaje.
This article addresses the management of constructivism in the learning process in flagship schools, a space in which students struggle to systematize their learning. The purpose is to highlight the contribution of constructivism in the educational system, fostering the learner's central role in constructing their own learning. The objective of this research was to determine to what extent the application of the constructivist approach enhances the learning process in secondary school students. The study followed a quantitative approach with a non-experimental, cross-sectional, and correlational design. The results showed a direct and significant correlation between the application of the constructivist approach and improved student learning. Therefore, the management of constructivism based on educational theories and models favors the structuring of students' mental schemas during their learning process.
This article addresses the management of constructivism in the learning process in flagship schools, a space in which students struggle to systematize their learning. The purpose is to highlight the contribution of constructivism in the educational system, fostering the learner's central role in constructing their own learning. The objective of this research was to determine to what extent the application of the constructivist approach enhances the learning process in secondary school students. The study followed a quantitative approach with a non-experimental, cross-sectional, and correlational design. The results showed a direct and significant correlation between the application of the constructivist approach and improved student learning. Therefore, the management of constructivism based on educational theories and models favors the structuring of students' mental schemas during their learning process.
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Vol. 9, No. 40