Resumen

SERRANO GONZALEZ-TEJERO, José Manuel  y  PONS PARRA, Rosa María. La concepción constructivista de la instrucción: Hacia un replanteamiento del triángulo interactivo. RMIE [online]. 2008, vol.13, n.38, pp.681-712. ISSN 1405-6666.

After making a brief historical analysis of interpretative models of teaching and learning, the authors select the explanation given by the constructivist paradigm, followed by a reinterpretation of the processes' unit of analysis in the heart of the paradigm. The interpretation modifies the classical didactic (interactive) triangle to include objectives as one of the vertexes. The purpose is to respond to teaching practice, which uses three types of instructional designs: psychocentric (centered on students), teleocentric (centered on objectives) and logocentric (centered on content). The teacher is located at the center of gravity (barycenter) of the triangle that configures the unit of analysis of the process of constructivism.

Palabras llave : process of teaching/learning; analysis; models; instructional design; constructivism; Spain.

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