Categoría de relación en la estructuración del conocimiento y su consecuencia pedagógica
The present research categories and Aristotelian act power to contrast them with the category of relationship, born of physical science, and supported by cortical structures, neuroscience, cognitive psychology, etc., bearing in mind the mind-environment relationship is exposed for the structuring...
| Autor Principal: | Cruzate Chávez, Jean Carlos |
|---|---|
| Otros Autores: | Carchipulla Aucapiña, Juan Andrés |
| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2015
|
| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/10290 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
The present research categories and Aristotelian act power to contrast them with the
category of relationship, born of physical science, and supported by cortical structures,
neuroscience, cognitive psychology, etc., bearing in mind the mind-environment
relationship is exposed for the structuring of knowledge leading to embodied
cognition, based on the engine system and the generation of movement.
Applying the category of relationship, a neuro-biological analysis of brain structures
and functions involved in the process of knowledge in order to structure a theoretical
approach of the teaching-learning is.
With these assumptions reach pedagogical consequences proposing an educational
model based on induction and external and internal relations, giving prominence to the
motor areas to foster a process of teaching and learning creative, dynamic passepistemological
foundation of the educational process |
|---|