CONSTRUCTIVISMO CONDUCTISMO COGNITIVISMO
Enviado por PAOSARI • 22 de Octubre de 2021 • Monografía • 1.121 Palabras (5 Páginas) • 99 Visitas
CONSTRUCTIVISMO | CONDUCTISMO | COGNITIVISMO | |
¿Cómo sucede el aprendizaje? | Integration of students into a knowledge community. Collaborative assimilation and accommodation of new information. | Passive absorption of a predefined body of knowledge by the learner. Promoted by repetition and positive reinforcement. | Active assimilation and accommodation of new information to existing cognitive structures. Discovery by learners is emphasized. |
¿Qué factores influyen en el aprendizaje? | Knowledge is constructed within social contexts through interactions with a knowledge community. | Knowledge is a repertoire of behavioral responses to environmental stimuli. | Knowledge systems of cognitive structures are actively constructed by learners based on pre-existing cognitive structures |
¿Qué papel juega “la memoria”? | Memory is always under construction as a cumulative history of interactions. Constructivists emphasize the flexible use of pre-existing knowledge rather than the recall of prepackaged schemas | Forgetting is attributed to the “nonuse” of a response over time. The use of periodic practice or review serves to maintain a learner’s readiness to respond | Learning results when information is stored in memory in an organized, meaningful manner. Teachers/designers are responsible for assisting learners in organizing that information in some optimal way. |
¿Qué papel juega la motivación? | Intrinsic and extrinsic. Learning goals and motives are determined both by learners and extrinsic rewards provided by the knowledge community. | Extrinsic, involving positive and negative reinforcement. | Intrinsic; learners set their own goals and motivate themselves to learn. |
¿Cómo ocurre la “transferencia” de conocimientos (enseñanza)? | Collaborative learning is facilitated and guided by the teacher. Group work is encouraged. | Correct behavioral responses are transmitted by the teacher and absorbed by the students. | The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. |
In its origins, the audio-oral method, which owes its name to the initial emphasis on the auditory and oral aspects, as the bases on which to develop reading and writing skills, was based on the linguistic theories of Bloomfield and Skinner, North Americans behaviorists, who argued that acquiring a language is only acquiring habits, ignoring the rational and conscious part of learning. Supported by the theory that everything in the language occurs on the basis of stimulus-reaction, the creators of the audio-oral method worked with methodological strategies to improve speaking and listening skills in English in a basic education school of a secular university, using certain linguistic patterns and systematizing them mechanically. With which only imitative habits were achieved in the students, to the detriment of their creativity and spontaneity.
At the end of the 1950s, the so-called "audio-visual method" appeared in European capitalist countries and in the United States. Constituting a variant of the oral audio method in which electronic media play a fundamental role; slides and recordings, and the consequent use of projectors and tape recorders; they are an essential part of the applied methodology. Through slides and recordings, life situations are presented in the countries whose language is taught. The material reaches students through the simultaneous auditory and visual perception of situations presented in sequence in the form of dialogue; in this way the sound is associated with the image. The linguistic content is assimilated through memorization, practiced in dramatization and grammar and vocabulary exercises based on other sets of films and recordings, and then transferred to dialogue-like situations. Later, the written language and reading are introduced. This method can only be effective for the early stages of learning as it primarily develops the reproductive part of speech. Its procedures are not applicable at advanced levels, in which the written language acquires great importance and must be taught through the language itself and not through visual images.
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