Aprendizaje Significativo: la Visión Clásica, otras Visiones e Interés

Marco Antonio Moreira
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Marco Antonio Moreira: Instituto de Física – UFRGS – Porto Alegre. Río Grande del Sur. Brasil.

Proyecciones, IIEC, Univeridad Nacional de La Plata., 2020, issue 14, 22-30

Abstract: It is already known that several psychological currents have influenced teaching and learning. The purpose of this text is to approach Ausubel’s Meaningful Learning Theory (MLT), making it clear that MLT is a cognitive constructivist learning theory. The underlying hypothesis is that it is not an isolated and outdated theory. Initially, the meaningful learning concept is approached from David Ausubel’s classical view. Then, other authors’ views are presented, trying to show that this concept is compatible with such views. To conclude, the predisposition to learn, one of the primary conditions for the occurrence of meaningful learning, is approached from the perspective of interest, according to John Dewey and other educators, and conclusions are inferred from this.

Keywords: meaningful learning; cognitive constructivist learning theory; predisposition to learn; interest. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:lap:proyec:12

DOI: 10.24215/26185474e010

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