Relación entre el personalismo de Mounier y el aprendizaje significativo de Ausubel
In the first chapter of this research personalism of Mounier who in his postulates considers the person as a free, community, comprehensive, transcendent and formed to build a new society where there are beings capable of living and commit as individuals exposed. In the second chapter the implicat...
| Autor Principal: | Jarrín Freire, Juan José |
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| Otros Autores: | Pilla Analuisa, Luis Rubén |
| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/7282 |
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| Sumario: |
In the first chapter of this research personalism of Mounier who in his postulates considers the person as a free, community, comprehensive, transcendent and formed to build a new society where there are beings capable of living and commit as individuals exposed.
In the second chapter the implications of meaningful learning through approaches Ausubel who is the manager of this theory and for whom meaningful learning conditions originating in the educational process through which explains, knowledge is associated, substantive, logical and psychological; and, not literally. Here the teacher is in charge of activating prior knowledge with which the student should learn.
In the third chapter highlights the significant construction of knowledge based on teacher-student will significantly influence the educational act pedagogical relationship. The teacher is established as a facilitator, while the real architect of the learning process is the student, who through prior learning, builds classroom learning, significantly.
Finally, in the fourth chapter the relationship between personalism and meaningful learning where these theories come together to create a comprehensive meaningful learning that focuses on the person and can be understood from the perspective of interpersonal teacher-student relationship is established, in the teaching-learning where knowledge is assimilated significantly and transferred to different contexts in which they find the learner. |
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