Aprendizaje constructivo, autorregulado, situado y colaborativo: un acercamiento a la adquisición de la competencia adaptativa (matemática).

Erik De Corte

doi:10.22235/pe.v8i2.690

Authors

Erik De Corte European Association for Research on Learning and Instruction Universidad de Stanford

DOI:

https://doi.org/10.22235/pe.v8i2.690

Keywords:

constructive learning, self regulation, adaptative competency, mathematics, primary

Abstract

Abstract. Currently, in a learning society, education should focus on promoting Adaptive Competition (AC) which is defined as the ability to flexibly apply knowledge and skills in different contexts. This article discusses three questions: What should students learn to acquire the AC in a particular field? What are the features that are required in a productive learning process for AC? How can stimulate and extend this learning through instruction? This paper presents an illustrative study focused on the design of a learning environment to improve the competence of problem solving in primary school students. The final dimensions indicate the challenges of implementing innovative learning environments.

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Author Biography

Erik De Corte, European Association for Research on Learning and Instruction Universidad de Stanford

Profesor Emérito de Psicología Educacional en la Facultad de Psicología y Ciencias de la Educación de la Universidad Católica de Lovaina, Bélgica, donde fue Director de su Departamento de Ciencias de la Educación (1994-1998). Su principal interés de investigación es contribuir al desarrollo de las teorías del aprendizaje desde la enseñanza y al diseño de ambientes poderosos de aprendizaje, con foco en el aprendizaje, la enseñanza y la evaluación del pensamiento y la resolución de problemas. Fue el primer presidente de la EARLI (European Association for Research on Learning and Instruction). Durante el año académico 2005-2006 fue Fellow en el Center for Advanced Study in the Behavioral Sciences de la Universidad de Stanford.

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