Resumen

MARTINEZ RIZO, Felipe. Aprendizaje, enseñanza, conocimiento, tres acepciones del constructivismo. Implicaciones para la docencia. Perfiles educativos [online]. 2021, vol.43, n.174, pp.170-185.  Epub 31-Ene-2022. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2021.174.60208.

Many teachers declare themselves as constructivists, however this term is used in at least three different senses, depending on whether it refers to the notion of learning, teaching, or knowledge. The present article aims to show the differences between the tree meanings and deals more broadly with the meaning associated to the notion of teaching. Based on a series of empirical studies on classroom practices that lead to questioning the supposed adherence of many teachers to constructivist principles, we identified several implications of the afore mentioned misconception on teaching practices. We also point out some positive aspects. In our conclusions we aim to promote the reflection regarding the policies needed to develop actually constructivist teaching practices which might, in turn, result in a substantial improvement in learning. These policies should give priority to improving the training and updating of teachers.

Palabras llave : Learning; Teaching; Knowledge; Constructivism; Behaviorism.