La pedagogía constructivista frente a la educación tradicional en la enseñanza - aprendizaje en niños y niñas de preparatoria

Abstract

Currently, the teaching-learning process allows finding and rediscovering ways to teach students, since from the beginning of their lives they develop stages that will allow them to learn through their senses, movements, social relationships, experiences, among others. As they grow, they are constantly building the foundations of their knowledge through physical and social interaction with their peers and environment; for this reason, it is eminent that teachers use constructivist pedagogy in the classroom, since this current proposes an education based on the development of skills and abilities for meaningful learning in children. In this interpretation, the main objective of this research is to determine how the constructivist pedagogical mode promotes a more meaningful education as opposed to the traditionalist model. The methodology used has a quantitative approach, which allowed collecting, analyzing and interpreting the information obtained from the hypothetical deductive method; the research has a descriptive correlational design. The population was made up of 3 teachers and 87 children, of which the selected sample corresponded to 2 educators and 25 students; To obtain the information, a semi-structured interview and an observation sheet addressed to the children in the institution where the research was carried out were used as a technique and instrument. The results of this research project confirm that there is a relationship between Constructivist Pedagogy and Traditional Education, for which the theoretical foundation of scientific articles by authors of the constructivist current was taken as a reference. It is concluded that the application of constructivist pedagogy in the educational context favors and facilitates the acquisition and constant construction of learning in the students.