ASPECTOS CONCEPTUALES, METODOLOGICOS Y OPERATIVOS DE LOS OBJETIVOS DE APRENDIZAJE
Abstract
Los objetivos de aprendizaje se constituyen en el centro del programa analítico de los planes de estudio; permite mejorar la comunicación entre los que intervienen en el proceso enseñanza-aprendizaje, elegir los métodos y materiales didácticos y tienen una importancia insoslayable en la evaluación, porque a partir de ellos se deducen los indicadores de evaluación. Exponen un logro o resultado, son de aprendizaje y son observables. En su redacción se identifican tres componentes: tiempo, contenido y conducta. Una vez formulados los objetivos de aprendizaje, se analizan con las taxonomías que permiten establecer el nivel de complejidad para plantear los objetivos de lo simple a lo complejo; éstas abarcan tres dominios: cognitivo, afectivo y psicomotor; se citan las elaborados por Benjamín Bloom y Elizabeth H. Simpson Los indicadores de evaluación, además de cumplir su papel específico, permiten deducir los contenidos que aprenderán los alumnos. Este proceso, permite considerar la estrecha relación que existe entre los objetivos de aprendizaje (planeación), los contenidos (ejecución) y evaluación (indicadores de evaluación). No se puede planificar una cosa, enseñar otra y evaluar otra diferente Los objetivos de aprendizaje están definidos como elementos operativos del objetivismo (conductismo y cognitivismo) y se reservan en el constructivismo; sin embargo una posición ecléctica permite rescatar los elementos de coincidencia entre estas teorías del aprendizaje, que repercuten en la concepción y operativización de los objetivos de aprendizaje.
The Learning objectives are the center of the analytic program of study plans; they improve the comunication between those who particIpate in the learning-teaching process, in choosing didactical metods and material, and have a great importance in evaluation. They express an achieve or a result. In its redaction identifies three components: time, contents and behavior. Once the objectives are done, they are analized with the taxonomies that allow stablishing the complexity level in order to create the objectives from the simple to the complex; these ones hold three dominie: cognition, afection and phsycomotriz; aren cited the ones elaborated by Benjamín Bloom and Elizabeth H Simpson. The Evaluation Indicators, besides fullfiling its specifical rol, they deduce the contents that students will learn. This process allows us to consider the tight relation that exists between learning objectives (planification), contents (execution) and evaluation (evaluation indicators). It can not be planified something, whitout teaching one thing and evaluating another. The learning objectives are defined as operative elements of objetivism (conductism and cognotivism) and they reserve in the constructivism; There fore an eclectic position rescues the coincidence elements between these theories of learning, that repercute in the operativization and conception of the learning objectives.
The Learning objectives are the center of the analytic program of study plans; they improve the comunication between those who particIpate in the learning-teaching process, in choosing didactical metods and material, and have a great importance in evaluation. They express an achieve or a result. In its redaction identifies three components: time, contents and behavior. Once the objectives are done, they are analized with the taxonomies that allow stablishing the complexity level in order to create the objectives from the simple to the complex; these ones hold three dominie: cognition, afection and phsycomotriz; aren cited the ones elaborated by Benjamín Bloom and Elizabeth H Simpson. The Evaluation Indicators, besides fullfiling its specifical rol, they deduce the contents that students will learn. This process allows us to consider the tight relation that exists between learning objectives (planification), contents (execution) and evaluation (evaluation indicators). It can not be planified something, whitout teaching one thing and evaluating another. The learning objectives are defined as operative elements of objetivism (conductism and cognotivism) and they reserve in the constructivism; There fore an eclectic position rescues the coincidence elements between these theories of learning, that repercute in the operativization and conception of the learning objectives.
Description
Vol. 30, No. 1