Template-Type: ReDIF-Article 1.0
Author-Name: Marco Antonio Moreira
Author-Workplace-Name: Instituto de Física – UFRGS – Porto Alegre. Río Grande del Sur. Brasil.
Title: Aprendizaje Significativo: la Visión Clásica, otras Visiones e Interés
Abstract: It  is  already  known  that  several  psychological  currents  have  influenced  teaching  and  learning.  The  purpose  of  this  text  is  to  approach  Ausubel’s  Meaningful  Learning  Theory  (MLT),  making  it  clear  that  MLT  is  a  cognitive  constructivist  learning  theory.  The  underlying  hypothesis  is  that  it  is  not  an  isolated  and  outdated  theory.  Initially,  the  meaningful  learning  concept  is  approached from David Ausubel’s classical view. Then, other authors’ views are presented, trying to show that this concept is compatible with such views. To conclude, the predisposition to learn, one of the primary conditions for the occurrence  of  meaningful  learning,  is  approached  from  the  perspective  of  interest, according to John Dewey and other educators, and conclusions are inferred from this. 
Classification-JEL: I21
Keywords: meaningful learning, cognitive constructivist learning theory, predisposition to learn, interest.
Journal: Proyecciones
Pages: 22-30
Issue: 14
Number: 4
Year: 2020
Month: January-December
DOI:https://doi.org/10.24215/26185474e010
File-URL: https://revistas.unlp.edu.ar/proyecciones/article/view/10481
File-Format: Application/pdf
Handle: RePEc:lap:proyec:12