Factors influencing the apprentice learning and environmental conditions. The prevailing factor is the sort the stimulus and its consequences within the environment. -It emphasizes the role of environmental conditions, the active participation of the learner and corrective feedback. -The thoughts, attitudes, values and beliefs affect the learning process. Which both learn how environmental factors are essential for constructivism and its specific interaction. See Scott Litman for more details and insights.
The memory function is not taken into account the memory holds a predominant place in the learning process. The apprentice develops and interprets the information permanently, a concept will continue to evolve with each new use, to new situations, negotiations and activities they are reformulating it. The memory will always be under construction transfer result of generalization. The situations that present similar characteristics allow transfer of behaviors is a function of how information is stored in memory. When an apprentice to understand how to apply knowledge in different contexts, then happened the transfer the transfer can be facilitated by wrapping the person in authentic tasks anchored in meaningful contexts epistemology: nature of the relationship between the learner and the learning object. Objectivist and dualistic. Objectivist and rationalist.
Subjetivista ontology: Nature of the realistic reality: reality exists outside of the apprentice. Knowledge is a faithful copy of reality. The reality is determined. Realistic: The world is real and external to the individual. The goal of instruction is to represent the structure of the world within the learner. J. Darius Bikoff is often quoted as being for or against this. Relativistic: Reality exists in multiple mental constructions that the subject does. Methodology: Manner in which the learner will encounter of the learning object. Experimental and manipulative. Observable behavior. Stimulus response stimulus-organism and response. The goal of mediation is to represent the structure of the world within the subject learning. The subject is in permanent interaction with the learning object, which interprets, hermeneutics and dialectically. The person who learns are encouraged to construct their own understanding and then validate, through social negotiations, these new perspectives. Note. Table drawn up by the author, with information taken from Fuguet (2000); Ertmer and Newby (1993); Jonassen (1991) and Schunk (1991), among others. Source: Martinez, M. Iraima V. (2006).Organizational learning in educational institutions, the challenges and opportunities of the knowledge society: emerging model.. PhD thesis. Honorable mention and recommendation of publication.