<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662007000100435</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un análisis crítico del modelo del triángulo pedagógico. Una propuesta alternativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ibáñez Bernal]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chihuahua Facultad de Filosofía y Letras ]]></institution>
<addr-line><![CDATA[Chihuahua Chih.]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2007</year>
</pub-date>
<volume>12</volume>
<numero>32</numero>
<fpage>435</fpage>
<lpage>456</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662007000100435&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662007000100435&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662007000100435&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se discute la pertinencia del modelo del triángulo pedagógico, entendido como compleja red de interrelaciones entre alumno-maestro-saber, generalmente empleado en la investigación pedagógica como representación de los principales agentes y procesos que ocurren en las situaciones de aprendizaje escolar. Con fundamento en los postulados de la psicología interconductual, se argumenta que este modelo adolece de serias dificultades teóricas e importantes errores lógicos que merman ostensiblemente su capacidad descriptiva y analítica de los procesos educativos. Se propone un modelo de interacciones didácticas con el que se intentan superar dichas dificultades y errores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the pertinence of the model of the pedagogical triangle, understood as the complex network of interrelations among the student, teacher, and knowledge; the model is generally employed in pedagogical research to represent the principal agents and processes in situations of learning at school. Based on the postulates of interbehavioral psychology, the argument is made that the model suffers from serious theoretical difficulties and important logical errors that ostensibly affect its descriptive and analytical capabilities in educational processes. A model of didactic interactions is proposed, in an attempt to overcome such difficulties and errors.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[modelos]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[proceso enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[interactividad]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[models]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[teaching/learning process]]></kwd>
<kwd lng="en"><![CDATA[interactivity]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
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