Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/38133 |
Resumo: | We start from the epistemological consideration that, by taxonomy and preponderance, psychological theories of learning are more basic and more restricted than theories of education. In fact, psychological learning theories have an eminently descriptive nature – associated with the scientific elucidation of how the mechanisms behind the cognitive processes involved in learning work – whereas educational theories have an eminently normative nature – associated with guiding principles and criteria of decision on what to teach and methodologies on how to teach, in order to achieve certain goals. From this, we briefly describe the conceptual structures of David Ausubel’s theory of meaningful learning and Mathew Lipman’s educational theory (formation of research communities), articulating them with each other in the light of the proposed classification. Then, we present and discuss how the articulation between the two theories could be implemented in practice, through educational technology, namely, investigative research, typifying this relationship in the learning strategy associated with the research project and to the seminar. Finally, by way of strengthening the conclusions reached from the confrontation between the proposed premises and conceptual articulation, we highlight some explicit connections between the theoretical framework and the educational technology in evidence. |
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Relationship between theories of learning and theories of education exemplified by the educational technology of investigative researchLa relación entre teorías de aprendizaje y teorías de la educación ejemplificadas por la tecnología educativa de la investigación investigadorRelação entre teorias de aprendizagem e teorias de educação exemplificada pela tecnologia educacional da pesquisa investigativalearning theoriesmeaningful learningeducational theoriesresearch communitiesinvestigative researchteorias de aprendizagemaprendizagem significativateorias educacionaiscomunidades de investigaçãopesquisa investigativateorías de aprendizajeaprendizaje significativoteorías educativascomunidades de investigacióninvestigación investigativaWe start from the epistemological consideration that, by taxonomy and preponderance, psychological theories of learning are more basic and more restricted than theories of education. In fact, psychological learning theories have an eminently descriptive nature – associated with the scientific elucidation of how the mechanisms behind the cognitive processes involved in learning work – whereas educational theories have an eminently normative nature – associated with guiding principles and criteria of decision on what to teach and methodologies on how to teach, in order to achieve certain goals. From this, we briefly describe the conceptual structures of David Ausubel’s theory of meaningful learning and Mathew Lipman’s educational theory (formation of research communities), articulating them with each other in the light of the proposed classification. Then, we present and discuss how the articulation between the two theories could be implemented in practice, through educational technology, namely, investigative research, typifying this relationship in the learning strategy associated with the research project and to the seminar. Finally, by way of strengthening the conclusions reached from the confrontation between the proposed premises and conceptual articulation, we highlight some explicit connections between the theoretical framework and the educational technology in evidence.Partimos de la consideración epistemológica de que, por taxonomía y preponderancia, las teorías psicológicas del aprendizaje son más básicas y más restringidas que las teorías de la educación. De hecho, las teorías del aprendizaje psicológico tienen una naturaleza eminentemente descriptiva, asociada con la explicación científica de cómo funcionan los mecanismos detrás de los procesos cognitivos involucrados en el aprendizaje, mientras que las teorías educativas tienen una naturaleza eminentemente normativa, asociada con principios y criterios rectores decisión sobre qué enseñar y metodologías sobre cómo enseñar, para lograr ciertos objetivos. A partir de esto, describimos brevemente las estructuras conceptuales de la teoría del aprendizaje significativo de David Ausubel y la teoría educativa de Mathew Lipman (formación de comunidades de investigación), articulándolas entre sí a la luz de la clasificación propuesta. Luego, presentamos y discutimos cómo la articulación entre las dos teorías podría implementarse en la práctica, a través de la tecnología educativa, es decir, la investigación de investigación, tipificando esta relación en la estrategia de aprendizaje asociada con el proyecto de investigación y al seminario Finalmente, a través del fortalecimiento de las conclusiones alcanzadas de la confrontación entre las premisas propuestas y la articulación conceptual, destacamos algunas conexiones explícitas entre el marco teórico y la tecnología educativa en evidencia.Partimos da consideração epistemológica de que, por taxonomia e preponderância, teorias psicológicas de aprendizagem são mais basilares e mais restritas do que teorias de educação. De fato, teorias psicológicas de aprendizagem possuem natureza eminentemente descritiva – associada com a elucidação científica de como funcionam os mecanismos por detrás dos processos cognitivos envolvidos na aprendizagem –, ao passo que as teorias educacionais possuem natureza eminentemente normativa – associada com princípios norteadores e critérios de decisão a respeito de o quê se deve ensinar e metodologias a respeito de como se deve ensinar, com o propósito de alcançar dadas finalidades. A partir disso, descrevemos sucintamente as estruturas conceituais da teoria da aprendizagem significativa de David Ausubel e da teoria educacional de Mathew Lipman (formação de comunidades de investigação), articulando-as entre si à luz da classificação proposta. Em seguida, apresentamos e discutimos o modo como se poderia implementar, na prática, a articulação entre as duas teorias, por meio de uma tecnologia educacional, a saber, a pesquisa investigativa, tipificando essa relação na estratégia de aprendizagem associada ao projeto de pesquisa e ao seminário. Por fim, à guisa de fortalecer as conclusões havidas do confronto entre as premissas e a articulação conceitual propostas, ressaltamos algumas conexões explícitas entre o referencial teórico e a tecnologia educacional em evidência.Editora da PUCRS - ediPUCRS2022-09-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/3813310.15448/1981-2582.2022.1.38133Educação; Vol. 45 No. 1 (2022): Single Volume; e38133Educação; Vol. 45 Núm. 1 (2022): Volumen único; e38133Educação; v. 45 n. 1 (2022): Volume Único; e381331981-25820101-465X10.15448/1981-2582.2022.1reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/38133/27643Copyright (c) 2022 Educaçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerreira, MarcelloSilva, André Luís Silva daFilho, Olavo Leopoldino da SilvaPolito, Antony Marco MotaCarvalho, Cleonice de Ávila2022-12-13T12:01:35Zoai:ojs.revistaseletronicas.pucrs.br:article/38133Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2022-12-13T12:01:35Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research La relación entre teorías de aprendizaje y teorías de la educación ejemplificadas por la tecnología educativa de la investigación investigador Relação entre teorias de aprendizagem e teorias de educação exemplificada pela tecnologia educacional da pesquisa investigativa |
title |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research |
spellingShingle |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research Ferreira, Marcello learning theories meaningful learning educational theories research communities investigative research teorias de aprendizagem aprendizagem significativa teorias educacionais comunidades de investigação pesquisa investigativa teorías de aprendizaje aprendizaje significativo teorías educativas comunidades de investigación investigación investigativa |
title_short |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research |
title_full |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research |
title_fullStr |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research |
title_full_unstemmed |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research |
title_sort |
Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research |
author |
Ferreira, Marcello |
author_facet |
Ferreira, Marcello Silva, André Luís Silva da Filho, Olavo Leopoldino da Silva Polito, Antony Marco Mota Carvalho, Cleonice de Ávila |
author_role |
author |
author2 |
Silva, André Luís Silva da Filho, Olavo Leopoldino da Silva Polito, Antony Marco Mota Carvalho, Cleonice de Ávila |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Ferreira, Marcello Silva, André Luís Silva da Filho, Olavo Leopoldino da Silva Polito, Antony Marco Mota Carvalho, Cleonice de Ávila |
dc.subject.por.fl_str_mv |
learning theories meaningful learning educational theories research communities investigative research teorias de aprendizagem aprendizagem significativa teorias educacionais comunidades de investigação pesquisa investigativa teorías de aprendizaje aprendizaje significativo teorías educativas comunidades de investigación investigación investigativa |
topic |
learning theories meaningful learning educational theories research communities investigative research teorias de aprendizagem aprendizagem significativa teorias educacionais comunidades de investigação pesquisa investigativa teorías de aprendizaje aprendizaje significativo teorías educativas comunidades de investigación investigación investigativa |
description |
We start from the epistemological consideration that, by taxonomy and preponderance, psychological theories of learning are more basic and more restricted than theories of education. In fact, psychological learning theories have an eminently descriptive nature – associated with the scientific elucidation of how the mechanisms behind the cognitive processes involved in learning work – whereas educational theories have an eminently normative nature – associated with guiding principles and criteria of decision on what to teach and methodologies on how to teach, in order to achieve certain goals. From this, we briefly describe the conceptual structures of David Ausubel’s theory of meaningful learning and Mathew Lipman’s educational theory (formation of research communities), articulating them with each other in the light of the proposed classification. Then, we present and discuss how the articulation between the two theories could be implemented in practice, through educational technology, namely, investigative research, typifying this relationship in the learning strategy associated with the research project and to the seminar. Finally, by way of strengthening the conclusions reached from the confrontation between the proposed premises and conceptual articulation, we highlight some explicit connections between the theoretical framework and the educational technology in evidence. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/38133 10.15448/1981-2582.2022.1.38133 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/38133 |
identifier_str_mv |
10.15448/1981-2582.2022.1.38133 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/38133/27643 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Educação https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Educação https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Educação; Vol. 45 No. 1 (2022): Single Volume; e38133 Educação; Vol. 45 Núm. 1 (2022): Volumen único; e38133 Educação; v. 45 n. 1 (2022): Volume Único; e38133 1981-2582 0101-465X 10.15448/1981-2582.2022.1 reponame:Educação instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Educação |
collection |
Educação |
repository.name.fl_str_mv |
Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br||reveduc@pucrs.br |
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1799128746132766720 |