Teachers as Cognitive Mediators and Promotors of Meaningful Learning
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| Autores: | , , |
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| Formáid: | artículo original |
| Stádas: | Versión publicada |
| Fecha de Publicación: | 2019 |
| Cur Síos: | The article addresses the importance of cognitive mediation conducted by teachers as an essential resource for developing student autonomy, metacognition and self-regulated learning in order to improve regulation of learning strategies and foster new approaches to learning. Practices and experiences of Mediated Learning enhance differentiated instruction where teachers and students actively co-operate and all students work consistently on challenging activities. The point of departure is a socio-constructivist pedagogy paradigm designed to improve student learning. It also recognizes students as central actors of their own intellectual development. The theoretical basis of the article builds on the analysis of relevant theoretical constructs for teaching and learning. |
| País: | Portal de Revistas UCR |
| Institiúid: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Teanga: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/37269 |
| Rochtain Ar Líne: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/37269 |
| Palabra clave: | Meaningful Learning Mediated-Learning Experiences Zone of Proximal Development Self-Regulated Learning Approaches to Learning Aprendizaje significativo Experiencias de aprendizaje mediado Zona de desarrollo próximo Aprendizaje auto-regulado Enfoques de aprendizaje |