1 University of Castilla-La Mancha, Albacete (SPAIN)
3 UASLP, Tamazunchale (MEXICO)
5 University of Alicante (SPAIN)
6 ENESMAPO plantel nº 5, Tamazunchale (MEXICO)
About this paper:
Appears in: INTED2017 Proceedings
Publication year: 2017
Pages: 9-16
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0106
Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain
The interaction within the social environment allows for knowledge to be created according to each of the actors involved in the learning process. The everyday experience of the student and the presence of the teacher are the two most important factors that make it possible for learning to be more significant. We want to study in depth this theoretical aspect of scientific learning, so that this one is, if it is possible, more significant.
Behind each person that learns there is a person who thinks and who uses his/her language as a learning tool that permits to build higher psychological processes. The development of human beings needs to be explained in terms of social interaction, the maturation of the student allows that his/her thinking acquires formal structures that each time are more elaborated.
Language plays a crucial role in cognitive development to obtain scientific knowledge, because if individuals handle words and symbols they will be able to construct scientific concepts every time they are motivated and supervised by a teacher. Vygotsky tells us that at the beginning of science you can find the word, the language, which plays an important role in cognition and one of the most significant contributions of his work is the relationship between the thought and the language.
Learning is a progressive and evolutionary process in continuous development that is in a constant reorganization of the psychological processes; therefore, learning is a dynamic task from a few innate rudiments to the very essence of the human being. There is a contrast between what is known and what is learned, there is a thesis and an antithesis in dialectical battle. From this confrontation of unlike elements emerges the synthesis, a third element; that is to say, a resolution, a comprehension of the problem. If it is intended that the scientific knowledge learned is incorporated into the development of children, it is necessary that this knowledge is applied subsequently in their everyday experience.
Active Learning, University Teaching, psyhological processes.