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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. 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.


EJ. They have been identified four key theoretical perspectives in Sociology: functionalism, theory of conflict, interactionism and the Exchange theory. 2 Formal theories and intermediate-range set of interrelated propositions whose purpose is to explain an abstract class of human behavior. EJ. Theories on social learning and development, applied to the child and the adult.

3. Substantive theories. Propositions or interrelated concepts that focus on certain aspects of population, scenarios, or time. I.e. limited to identifiable populations, stages and time characteristics in its realization.

EJ. Theories developed to explain formal teaching and learning in schools, especially the Ethnography in education. Note. Table prepared with information taken from LeCompte, and Goetz (1988, pp. 60-62) based on the issues raised above, it can be stated that systematic sets of explanations, which give an account of the different elements that make up the complex process of learning, have been developed becoming a coherent corpus of ideas, which underlies the reason for each of the elements and processes that comprise itgiving rise to the so-called theories of learning. In this context, be understood as learning theory to construct that explains and predicts how humans learn. However, learning as a complex process, designed numerous interpretations and theories that seek their explanation. In this way, different theories of learning that emerged as part of the social sciences, respond to scientific approaches that have emerged in the historic passing of the man, to explain them. Interpreting the approaches made by Kuhn (1998), these movements scientists, who have influenced the theories of learning, are paradigmatic revolutions, followed by its corresponding period of normal science. A scientific revolution corresponds to the abandonment of a paradigm and the adoption of a new, by the consensus of the scientific community in its entirety Kuhn (op. cit). Theories of learning, these revolutions would be given by the behavioral theory, cognitive theory and the constructivist theory.