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The theory that I will use is Theory of cognitive development. It was developed by Jerome Bruner, and it was used to study learning by discovery. This theory indicates that the construction of knowledge through the inclusion of students in learning situations that imply their ability to solve problems and achieve the transfer of what they have learned  As applied to my topic, this theory holds that I would expect my independent variable(s)  such as: age, grade, level of pleasure of the subject, time spent on their school tasks o influence or explain the dependent variable(s) level of school performance because  a learning by discovery must present the learner with alternatives so that he perceives relationships and similarities between the contents to be learned and allows him to solve problems on his own, recognizing his mistakes and what they must do to obtain better results. As Bruner (1961) points out the purpose of education is not to impart knowledge, but to facilitate the child´s thinking and problem-solving abilities that can then be transferred to a variety of situations.All of the above in order to determine how committed the students are to their learning process and their performance and thus find tools and strategies that motivate them to discover and acquire new skills for themselves.  

# data[].attributes.subject
The theory that I will use is Theory of cognitive development. It was developed by Jerome Bruner, and it was used to study learning by discovery. This theory indicates that the construction of knowledge through the inclusion of students in learning situations that imply their ability to solve problems and achieve the transfer of what they have learned  As applied to my topic, this theory holds that I would expect my independent variable(s)  such as: age, grade, level of pleasure of the subject, time spent on their school tasks o influence or explain the dependent variable(s) level of school performance because  a learning by discovery must present the learner with alternatives so that he perceives relationships and similarities between the contents to be learned and allows him to solve problems on his own, recognizing his mistakes and what they must do to obtain better results. As Bruner (1961) points out the purpose of education is not to impart knowledge, but to facilitate the child´s thinking and problem-solving abilities that can then be transferred to a variety of situations.All of the above in order to determine how committed the students are to their learning process and their performance and thus find tools and strategies that motivate them to discover and acquire new skills for themselves.  

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The theory that I will use is the constructivist one. It was developed by Lev Semionovich Vygotsky and consists in considering the individual as the result of the historical and social process where language plays an essential role. This theory indicates that constructivism is a process of interaction between the subject and the environment, but the medium understood as something social and cultural, not only physical (1978). When Lev Vygotsky introduced his theory about social constructivism 1978, it was not relatively new since Jean Piaget (1952) had worked on psychological constructivism. According to Vygotsky's theory, the three main parts linked to constructivist development are learning through discovery, experimentation and manipulation.As applied to my study, this theory holds that I would expect my independent variables: Cultural background (context cultures) age, gender, use of space, distance and territory in the classroom in order to influence or explain the variables dependent on constructivist development critical thinking, dialogue and continuous questioning, where every individual will in some way be able to build their knowledge through such activities. Constructivism will influence students' learning since knowledge is not a copy of reality, but a construction of the human being, where nothing flows or results from nothing but a new knowledge replaces another; In this way students have the opportunity to learn regardless of the context where they are located since any place is conducive to learning.

# data[].attributes.subject
The theory that I will use is the constructivist one. It was developed by Lev Semionovich Vygotsky and consists in considering the individual as the result of the historical and social process where language plays an essential role. This theory indicates that constructivism is a process of interaction between the subject and the environment, but the medium understood as something social and cultural, not only physical (1978). When Lev Vygotsky introduced his theory about social constructivism 1978, it was not relatively new since Jean Piaget (1952) had worked on psychological constructivism. According to Vygotsky's theory, the three main parts linked to constructivist development are learning through discovery, experimentation and manipulation.As applied to my study, this theory holds that I would expect my independent variables: Cultural background (context cultures) age, gender, use of space, distance and territory in the classroom in order to influence or explain the variables dependent on constructivist development critical thinking, dialogue and continuous questioning, where every individual will in some way be able to build their knowledge through such activities. Constructivism will influence students' learning since knowledge is not a copy of reality, but a construction of the human being, where nothing flows or results from nothing but a new knowledge replaces another; In this way students have the opportunity to learn regardless of the context where they are located since any place is conducive to learning.

# data[].attributes.body
Payer, M. (2005). Teoría del constructivismo social de Lev Vygotsky en comparación con la teoría Jean Piaget. Caracas, Vanezuela: Universidad Central de Venezuela.https://scholar.google.es/scholar?hl=es&as_sdt=0%2C5&q=teor%C3%ADa+constructivista+de+vigotsky&oq=teoria

Smith, T. (2013). Qualitative and quantitative research. Research Starters, 1-7. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89164394&lang=es&site=eds-live

Creswell, J. (2014). The Three Approaches to Research. In Research design: qualitative, quantitative, and mixed methods approaches (4th ed., pp. 32-33) [Audio post]. California: SAGE Publications, Inc. Retrieved from https://drive.google.com/file/d/1EmjqLTvSYee7PRySy2hZDRsIxaKDS3Ob/view?usp=sharing

# data[].attributes.body
Smith, T. (2013). Qualitative and quantitative research. Research Starters, 1-7. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89164394&lang=es&site=eds-live

Creswell, J. (2014). The Three Approaches to Research. In Research design: qualitative, quantitative, and mixed methods approaches (4th ed., pp. 32-33) [Audio post]. California: SAGE Publications, Inc. Retrieved from https://drive.google.com/file/d/1EmjqLTvSYee7PRySy2hZDRsIxaKDS3Ob/view?usp=sharing

https://www.actualidadenpsicologia.com/teoria-desarrollo-cognitivo-jerome-bruner/

https://es.scribd.com/document/314104818/La-Teoria-de-Jerome-Bruner-Sobre-El-Desarrollo-Cognitivo

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María Fernanda Suárez G.
I consider that constructivism is a theory that has a close relationship with cognitive development proposed by Bruner giving greater relevance to social interaction in learning because it is considered not as an individual activity but a social construction that allows the student  to learn on their own and the help of others.
Esperanza Palechor
I agree with the approach you chose because from the constructivism, the learning can be thought as a process of dialectical interaction between the knowledge of the teacher and those of the student, which enter into discussion, opposition and dialogue, to lead to a productive synthesis of the subject but as we have different viewpoints for the world the constructivism in the knowledge would be limited by the knowledge that the student and the teacher have and the experiences lived, also due to its biological, psychological, social, economic, cultural, even political and historical conditions.

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Marlen Margot Riascos
The theory that you have selected seems to me to be very important since it is significant in the field of action of the students that create new learning through the interaction.

Bruner, makes a precise approach when he points out that students immersed in a learning process can learn through discovery taking into account the ability of each individual; From my pedagogical work and my teaching reality I see that these assessments must be included on a daily basis in the different activities carried out in the school context taking into account multiple learning strategies that are developed for students to create knowledge.
Esperanza Palechor
I think that the theory that you worked is very important in education because Bruner makes some fundamental contributions about the curriculum, curriculum, contribution of culture. In the first case, developing problem solving skills today is an imperative need. In the second case it emphasizes learning by basic discovery today. In the case of culture, it should mold notions through which people organize their points of view of themselves and of others and the world in which they live.

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María Fernanda Suárez G.
In your theory you talk about the importance of the use of materials and resources for learning, just as I think that they are fundamental in the teaching - learning process and are a facilitatingg medium for the acquisition of knowledge through discovery and that they give rise to meaningful learning where the student is the central axis of the process and the teacher is a guide or facilitator.
Esperanza Palechor
The theory that you worked allows to think about how education through history has been getting closer to look for multiple ways to facilitate learning in the educational context. Preference is given to the good use of didactic material because it is the way to stimulate the function of the senses to easily access the acquisition of concepts, skills, attitudes or skills.

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I have chosen the cognitive theory of multimedia learning where it is used words, pictures and sounds as elements for improving explanations developed by Richard Mayer. In this learning process the students can get a better comprehension in topics and vocabulary because the auditory and visual modalities are mixed. So “Multimedia learning may be viewed as response strengthening (in which multimedia environments are used as drill-and-practice systems), information acquisition (in which multimedia messages serve as information delivery vehicles), or as knowledge construction (in which multimedia messages include aids to sense-making)” (Mayer, 2009). Learners have different intelligences and these can be exploited by means of illustrations, narratives, educational interactive games in computers that explain the topics development such as science, math, language, physic and how it would be applied by the students in new situations. The balance is made with the comparison of exams results where can be demonstrated the effectiveness of instructional methods for promoting multimedia learning which are: coherence, signaling, redundancy, spatial contiguity, temporal contiguity, segmenting, pre-training, modality, personalization, voice, and image. The coherence principle is about to exclude extraneous material as irrelevant words, pictures, music, sounds, symbols from the multimedia presentation for making ease its comprehension and don’t create distractions in the students but in the other hand we have the spatial contiguity that is about present the relevant words and pictures associated in the text or presentation near to information an example of this could be illustrated paragraphs. Also the temporal contiguity consist in give information (words and pictures) simultaneously and not successively, the Mayer’s example is “the learner first views an animation on lightning formation and then hears the corresponding narration, or vice versa, or the learner views an animation and hears the corresponding narration at the same time.” (Mayer, pág. 154).In the signaling principle is highlight the important information from the material what is used by many students for reading. The redundancy is the narrative, animation and text mixed in the learning like a kind of “saturation”. Other principle is the segmenting that is “when a multimedia message is presented in user-paced segments rather than as a continuous unit” (Mayer, pág. 176) Because when the information is given so fast some students brain couldn’t get all the correct analysis data storage. The pre-trainning consists in that “People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts” (Mayer, pág. 189) we have to relate the students before with the concepts of the subject and not use far-fetched terms. In the modality principle are the hearing students whom “learn more deeply from pictures and spoken words than from pictures and printed words” (Mayer, pág. 200). The personalization is when “people learn better from multimedia presentations when words are in conversational style rather than formal” (Mayer, pág. 242) because they are going to be more open if they feel that the author is interacting with them. In this exercise the voice and image are implied too. The reader can change his tone, accent and rhythm voice and when we talk about some general thing we should associate it with us.As applied to my study, this theory holds that I would expect my dependent variables as the effect size according the methodology applied and also some independent variables as the student age and grade. Meyer said that their “methodology involves conducting scores of experimental comparisons in which we compare the mean transfer test score of students who learned with an instructional feature to the performance of students who learned without the feature. To standardize the comparisons, we compute the effect size. Obtaining large effect sizes across a series of experimental comparisons helps determine what works in multimedia instruction” (Mayer, 2009, pág. 28). 

# data[].attributes.subject
I have chosen the cognitive theory of multimedia learning where it is used words, pictures and sounds as elements for improving explanations developed by Richard Mayer. In this learning process the students can get a better comprehension in topics and vocabulary because the auditory and visual modalities are mixed. So “Multimedia learning may be viewed as response strengthening (in which multimedia environments are used as drill-and-practice systems), information acquisition (in which multimedia messages serve as information delivery vehicles), or as knowledge construction (in which multimedia messages include aids to sense-making)” (Mayer, 2009). Learners have different intelligences and these can be exploited by means of illustrations, narratives, educational interactive games in computers that explain the topics development such as science, math, language, physic and how it would be applied by the students in new situations. The balance is made with the comparison of exams results where can be demonstrated the effectiveness of instructional methods for promoting multimedia learning which are: coherence, signaling, redundancy, spatial contiguity, temporal contiguity, segmenting, pre-training, modality, personalization, voice, and image. The coherence principle is about to exclude extraneous material as irrelevant words, pictures, music, sounds, symbols from the multimedia presentation for making ease its comprehension and don’t create distractions in the students but in the other hand we have the spatial contiguity that is about present the relevant words and pictures associated in the text or presentation near to information an example of this could be illustrated paragraphs. Also the temporal contiguity consist in give information (words and pictures) simultaneously and not successively, the Mayer’s example is “the learner first views an animation on lightning formation and then hears the corresponding narration, or vice versa, or the learner views an animation and hears the corresponding narration at the same time.” (Mayer, pág. 154).In the signaling principle is highlight the important information from the material what is used by many students for reading. The redundancy is the narrative, animation and text mixed in the learning like a kind of “saturation”. Other principle is the segmenting that is “when a multimedia message is presented in user-paced segments rather than as a continuous unit” (Mayer, pág. 176) Because when the information is given so fast some students brain couldn’t get all the correct analysis data storage. The pre-trainning consists in that “People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts” (Mayer, pág. 189) we have to relate the students before with the concepts of the subject and not use far-fetched terms. In the modality principle are the hearing students whom “learn more deeply from pictures and spoken words than from pictures and printed words” (Mayer, pág. 200). The personalization is when “people learn better from multimedia presentations when words are in conversational style rather than formal” (Mayer, pág. 242) because they are going to be more open if they feel that the author is interacting with them. In this exercise the voice and image are implied too. The reader can change his tone, accent and rhythm voice and when we talk about some general thing we should associate it with us.As applied to my study, this theory holds that I would expect my dependent variables as the effect size according the methodology applied and also some independent variables as the student age and grade. Meyer said that their “methodology involves conducting scores of experimental comparisons in which we compare the mean transfer test score of students who learned with an instructional feature to the performance of students who learned without the feature. To standardize the comparisons, we compute the effect size. Obtaining large effect sizes across a series of experimental comparisons helps determine what works in multimedia instruction” (Mayer, 2009, pág. 28). 

# data[].attributes.body
Mayer, R. (2009). The Science of Instruction: Determining What Works in Multimedia Learning. Cambridge: Cambridge University Press. https://books.google.com.co/books?id=5g0AM1CHysgC&pg=PA153&lpg=PA153&dq#v=onepage&q&f

David L, "Cognitive Theory of Multimedia Learning (Mayer)," in Learning Theories, September 10, 2015. https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html

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María Fernanda Suárez G.
Your theorical theory and interesting because we are more approached to innovation and technology because it gives priority to the use of multimedia as a teaching strategy and to the modernity of education with the use and exploitation of information and communication technologies.