Importance Of Constructivism And Creativity In The Educational Institutions Of Ecuador

Importance of constructivism and creativity in the educational institutions of Ecuador

Summary

The purpose of this article was to create points of reflection and questioning about constructivist learning and the development of the creative potential, with the purpose of forming a critical and reflective student.

Constructivism is a creation of human knowledge, it is carried out through previous information, students acquire knowledge more easily in a more active class than a passive class, making use of the art of creativity and imagination generating a better understanding when developing cognitive, meta-cognitive and socio-socio-emotional skills, which will help you face the challenges within society.

A strategy to carry out this practice is invested learning, it is that the student reviews the subject before class, this produces a change in learning roles, teachers acquire a secondary role, as a guide, and the educating a Primary role as it would be an active agent, thanks to this technique there are better results in teaching-learning, this helps to promote autonomous learning and critical reasoning.

Constructivist pedagogue uses an operationalizing mechanism based on didactic transposition to achieve a better internalization of learning, academic results support this technique. However, in several educational institutions of Ecuador the behavioral classes still prevail.

This analysis seeks to encourage teachers the predisposition to collaborate with the creative development of their students and a more constructivist class, helping to achieve autonomy in their teaching-learning process, as a fundamental process in student development.

Introduction

This documentary analysis consisted of the study of what has been raised by authors such as: Vigostky (constructivist approach), Habermas (communicative action), and Chevallard (didactic transposition).

Forming a critical thinker, builder of their own learning and creative processes is one of the purposes of Ecuadorian education at its different levels and modalities. This documentary article was aimed at offering the interested teacher, a set of ideas and strategies to be applied in their classes. The approach that served as a foundation for work was the constructivist. The study will allow the teacher to reflect and at the same time stimulate him to rebuild his educational praxis and also induce him to generate new proposals in this area of ​​knowledge.

A constructivist teacher, gives his prominence to the student who assumes a fundamental role in his own training process, is able to innovate, motivate, feed and encourage the construction of knowledge to his student, who will achieve the transfer of the theoretical to the field practical, located in real contexts.

This work was based on a conceptualization of tactics as strategies in education and constructivist strategies, it was carried out with the intention of helping teachers and future teachers to discern in the choice of the adequate pedagogical model for the teaching-learning process, taking as an example the constructivist model and determining the characteristics and strategies of the same and its relationship with the current realities of education and the new role of the teacher within the same. At the same time, constructivist teachers guides a didactic transposition, an operationalizing element of the teaching action, to achieve the internalization of learning and the training of concepts through the near development zone.

There are currently many concerns referring to the educational area, all loaded with a reflexive sense: can a revolution really achieve with existing structures? Will there be the true willingness to allow the formation of a critical, reflective and creative individual, that is, truly free? How is the creative factor for the update, both theoretical-conceptual and practice, of supervisors and teachers in service operationalized? Do teachers and the Ecuadorian population know the benefits of the human brain and their potentialities?

Given this aforementioned problem, which would be very difficult to respond, the necessary pedagogical bases and orientations were reflected in this documentary analysis to try to guide future teachers to the problem of society that they must face in their employment fields. For this reason there are more and more schools and universities that are aware of the importance of incorporating a relevant role in the promotion of creativity into their pedagogical models.

School education and the way of teaching are currently facing a great challenge, a kind of polyhedral pedagogical revolution. New models have emerged that open paths to encourage divergent thinking, the reasoning of multiple vectors and open conclusions, under the category of educational innovation, tends to agglutinate the growing plurality of approaches. Thus, it emerges transversely, the claim of the creative capacity of the students at all levels, since he steps on a classroom for the first time to university studies.

This documentary research analysis forges theoretical knowledge in the branch of education taking as an example the constructivist pedagogical model, because for a teacher it is vitally important to define from its beginning Work will help basic education students and society to acquire critical and reflective, relevant thinking to reflect the current reality of education in Ecuador and its differentiation with the world.

What is contraructivism?

According to author César Coll (1993), the constructivist paradigm is not a recipe book, but an articulated set of principles from where it is possible to identify problems and articulate solutions. That is, pedagogues provide students with the strategies necessary to promote interactive, significant and dynamic learning, awakening in the student the curiosity for research.

In its origins, constructivism arises as an epistemological current concerned with discerning the problems of human knowledge formation. For (Delval, 1997), there are some elements of constructivism in the thought of Vico, Kant, Marx and Darwin, they raised just like today’s constructivist exponents that human beings are the product of their ability to acquire knowledge and for reflect on themselves; which has allowed them to anticipate, explain and control nature and build culture. They also highlight that knowledge is actively built by the subject and is not passively received by the environment. Other authors, focus the study on the functioning and content of the mind (Piaget), the interest of others is located in the development of social, sociocultural and socio-historical origin (Vigotsky), in addition a radical constructivism can be identified, which He postulates that knowledge is constructed subjectively, so it is not possible. So, the postulates of the constructivist approach are based on the construction of knowledge and are referred to the existence and prevalence of active knowledge construction processes, where the subject gives cognitive contributions to his processes of knowing, he is the one who builds with What offers your environment, that is, emphasizes the mechanisms of sociocultural influence (Vigotsky), socio-affective (Wallon), or fundamentally intellectual and endogenous (Piaget).

Despite the distinctions of these theorists of how they define constructivism, it can. 29). This principle is what is called as the idea -constructive idea, this says that the student is a builder of their own education from their previously acquired knowledge, their experiences and the teaching guide mediated by the teacher.

Despite the different theories of these authors, everyone shares the same purpose of the importance of the student’s constructive activity in the relationship of school learning ”(Díaz-Barriga, 2002, p. 29). According to author César Coll (1990), the student is the architect of his own learning processes based on his previous knowledge, experiences and teaching issued by the teacher.

Transformation of behavioral classes to constructivists

Education in Ecuador has had a trend of ancient paradigms, until 2005 many institutions continued to apply behavioral classes, which led to many passive citizens, however, education was transformed from the implementation of a new curriculum. At present, in several institutions, the importance of implementing constructivism and creativity in its pedagogical models is taken into account.

Traditional education in Ecuador has focused on teaching, memorizing and imposing textual content, resulting in passive students, which did not allow a social transformation of the human being.

According to César Coll and Isabel Solé (1993), teachers need methodologies that provide them with tools necessary for analysis and reflection on educational practice and how it intervenes in the learning process.

For teachers to create an environment where students feel comfortable and motivated to investigate it is a great challenge, however, it is very necessary for classes to be active, because they ensure a learning quality.

For César Coll and Isabel Solé (1993), a quality school will be one that is capable of attending to diversity; That is, it provides social interaction opportunities regardless of the linguistic or academic capacity of students

According to (Krahen, 1983), an environment in which anxiety, negative emotions and boredom prevail, interferes with the process and reception of the new learning.

As the authors of the book constructivism in the classroom, the constructivist paradigm not only focuses on the cognitive part, but is also focused on cultural aspects for the development of the student through social interaction, in which the teacher acts as mediator between the student and the culture. As indicated above, it promotes critical learning through the design and creation of interactive learning situations.

Another point to consider is what Lev Vigotski (1978) defines as the next development zone –ZDP— “the distance between the level of development of a task that a person can reach independently and the level of potential development that can be achieved with the help from a more expert partner in that area ". That is, the student has the ability to build her own knowledge in a dynamic space

In a constructivist class, students actively participate in the assigned tasks, thus building their own knowledge in developing their cognitive skills proposes innovative solutions for problem solving and has an active and transforming vision of reality.

A tour of the concept of creativity and its components provides the possibility of exposing a demystified vision about this dimension of the human being, which emerges as an ability to be developed in all, and, in turn, allows to draw some methodological orientations and pedagogical for education.

It is worth mentioning that creativity fulfills a very important role within the pedagogical model in the institutions of Ecuador, is based on the union of all pedagogies due to the importance of each of them, guiding them to the goal of achieving creative autonomy, awakening Creativity in children, managing to create in them, quality. Creativity and its components provide the possibility of drawing an individual capable of collaborating with the resolution of global problems or within society in an assertive way.

Bibliography

• Coll, c. (1990). A psychological frame of reference for school education: the constructivist conception of learning and teaching. In j. P. C. Coll, psychological development and education. (Vol. II, p. 435-453). Madrid: Alliance.
• Coll, c. M. (1993). Constructivism in the classroom. Constructivism in the classroom.
• Delval, j. (1997). Today everyone is constructivists. Pedagogy Notebook, 257.
• Díaz-Barriga, f. Y. (2002). Teaching strategies for meaningful learning. A constructivist interpretation. (2nd ed.). Mexico: MC Graw Hill Inter -American.
• Krahen, s. (1983). Newmark’s “Ignorance Hypothesis” and Current Second Language Acquisition Theory. In s. G. (EDS.), Language Transfer in Language Learning (pages. 135-153). New York: Newbury House.
• Vigotsky, l. (1978). The development of higher psychological processes. (AND. Grijalbo, ed.) Mexico: Criticism.