Enseñanza, aprendizaje y evaluación: una configuración triádica.
| dc.contributor.author | Ortiz Ocaña, Alexander | spa |
| dc.date.accessioned | 2021-08-02T16:52:14Z | |
| dc.date.available | 2021-08-02T16:52:14Z | |
| dc.date.issued | 2015-01-01 | |
| dc.description.abstract | Durante el desarrollo del proyecto de investigación MODEPED: identificación, caracterización y elaboración del modelo pedagógico de las instituciones pú-blicas del Caribe Colombiano (Ortiz, 2013), financiado por la Universidad del Magdalena, luego de analizar las implicaciones de las teorías del aprendizaje en los modelos pedagógicos contemporáneos y analizar diversas clasificaciones de modelos pedagógicos, constatamos que existen otras propuestas pedagó-gicas emergentes. Precisamente, en este artículo se hace una descripción del constructivismo socio-biológico como nueva teoría del aprendizaje. Se hace una valoración del nuevo modelo pedagógico emergente en el siglo xxi: el modelo pedagógico configuracional, que parte de considerar el aprendizaje, la enseñanza y la evaluación como una configuración tríadica. | spa |
| dc.description.abstractenglish | During the development of the MODEPED research project: identification, characterization and preparation of a pedagogical model for public institutions of the Colombian Caribbean (Ortiz, 2013), funded by the University of Mag-dalena, after analyzing the implications of learning theories in contemporary pedagogical models and studying different classifications of pedagogical models, other pedagogical proposals are found. This article in itself is a description of socio-biological constructivism as a new learning theory. The arrangement teaching model –the twenty-first century emerging pedagogical model– is as-sessed. According to this model, learning, teaching and assessment make up a triadic arrangement. | eng |
| dc.format.mimetype | application/pdf | spa |
| dc.format.mimetype | text/html | spa |
| dc.identifier | https://revistas.upn.edu.co/index.php/TED/article/view/3254 | |
| dc.identifier | 10.17227/01213814.37ted87.108 | |
| dc.identifier.issn | 2323-0126 | |
| dc.identifier.issn | 2665-3184 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/15243 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/3254/2817 | |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/3254/8677 | |
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| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.creativecommons | Attribution-NonCommercial 4.0 International | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
| dc.source | Tecné, Episteme y Didaxis: TED; Núm. 37 (2015): ene-jun | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; No. 37 (2015): ene-jun | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; n. 37 (2015): ene-jun | spa |
| dc.subject | Constructivismo socio - Biológico | spa |
| dc.subject | Modelo pedagógico emergente | spa |
| dc.subject | Modelo pedagógico configuracional | spa |
| dc.subject | Aprendizaje | spa |
| dc.subject | Enseñanza | spa |
| dc.subject | Evaluación | spa |
| dc.subject | Emergentes de modelo pedagógico | spa |
| dc.subject.keywords | Socio-biological constructivism | eng |
| dc.subject.keywords | Emerging pedagogical model | eng |
| dc.subject.keywords | Arrangement teaching model | eng |
| dc.subject.keywords | Learning | eng |
| dc.subject.keywords | Teaching | eng |
| dc.subject.keywords | Assessment | eng |
| dc.title | Enseñanza, aprendizaje y evaluación: una configuración triádica. | spa |
| dc.title.translated | Teaching, learning and assessment: a triadic arrangement. | eng |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
| dc.type.driver | info:eu-repo/semantics/article | eng |
| dc.type.local | Artículo de revista | spa |
| dc.type.version | info:eu-repo/semantics/publishedVersion |