Open AccessAprendizaje por descubrimiento: principios y aplicaciones inadecuadas
Author(s) -
Ángela Barrón Ruíz
Publication year - 2006
Publication title -
enseñanza de las ciencias/enseñanza de las ciencias
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.495
H-Index - 15
eISSN - 2174-6486
pISSN - 0212-4521
DOI - 10.5565/rev/ensciencias.4545
Subject(s) - empiricism , foundation (evidence) , scientific discovery , reductionism , cognitive science , epistemology , methodological individualism , sociocultural evolution , computer science , psychology , philosophy , sociology , history , archaeology , anthropology
This article deals with a critical analysis of the practical applications of discovery learning. To this end, the principles on which we have reconstructed that theory of learning are used, according to a constructivist foundation of cognitive activity as a conjectural activity, mediated by sociocultural orientations. This article is based on previous research by the author (Barrón 1989, 1991a, 199 I b). After defining and establishing the theoretical principles, the inadequate practical applications of discovery learning are examined, derived, in some cases, from an empiricist concept of discovery, and in others, from a «scientific reductionism», «individualist», or «rnechanistic» concepts of learning by discovery.