• Conductista: aprender es cambiar de conducta gracias a estímulos, refuerzos o castigos.

• Cognitivista: aprender es procesar información en la mente (memoria, atención, razonamiento).

• Constructivista: aprender significa construir activamente el conocimiento usando experiencias previas.

• Humanista: aprender está ligado al desarrollo personal, motivación, emociones y autorrealización.

• Sociocultural: el aprendizaje surge en la interacción con otros, con la cultura y el lenguaje como mediadores.

There is no single definition of learning; it depends on the theory from which it is viewed.

• Behaviorist: learning is changing behavior through stimuli, reinforcements, or punishments.

• Cognitivist: learning is processing information in the mind (memory, attention, reasoning).

• Constructivist: learning means actively constructing knowledge using previous experiences.

• Humanist: learning is linked to personal development, motivation, emotions, and self-actualization.

• Sociocultural: learning arises through interaction with others, with culture and language as mediators.

• Conductismo

• Aprendizaje = cambio de conducta.

• Se basa en estímulos, refuerzos y castigos.

• Representantes: Pavlov, Skinner, Thorndike.

• Aporta técnicas de refuerzo positivo y control del comportamiento.

The authors present the main theories that explain how we learn, each with its contributions to education:

• Behaviorism• Learning = change in behavior.

• It is based on stimuli, reinforcement, and punishment.

• Representatives: Pavlov, Skinner, Thorndike.

• It provides techniques of positive reinforcement and behavior control.

• Aprender = comprender un todo organizado, no solo partes sueltas.

• Principios: figura-fondo, proximidad, semejanza, cierre.

• Aplicación: usar materiales visuales claros, resaltar lo importante, organizar la info para que el alumno la perciba mejor.

Gestalt theory (psychology of form) states that learning is a holistic process. It makes no sense to break information into isolated stimuli, as the mind perceives complete configurations with their own meaning.

• Learning = understanding an organized whole, not just loose parts.

• Principles: figure-ground, proximity, similarity, closure.

• Application: use clear visual materials, highlight important elements, organize information so that the student can perceive it better.

• Clave: lo que el alumno ya sabe es la base para aprender lo nuevo.

• Diferencia entre aprendizaje significativo y memorístico.

• Herramienta: organizadores previos (mapas, esquemas, preguntas iniciales.

Ausubel proposes meaningful learning: new information is learned by relating it to the student's existing cognitive structure.

• Key: what the student already knows is the foundation for learning new things.

• Difference between meaningful learning and rote memorization.

• Tool: advance organizers (maps, diagrams, initial questions)

• Aprender = descubrir y reconstruir el conocimiento.

• Ideas:

• Espiral curricular: volver a ver un tema con mayor profundidad según la edad.

• Aprendizaje por descubrimiento.

• Andamiaje: apoyo del docente hasta que el alumno pueda solo.

Bruner (American psychologist) emphasizes that learning is an active and constructive process. His key contributions are the spiral curriculum and the modes of representation.

• Learning = discovering and reconstructing knowledge.

• Ideas:

• Spiral curriculum: revisiting a topic in greater depth according to age.

• Learning through discovery.

• Scaffolding: support from the teacher until the student

• El aprendizaje depende del nivel de desarrollo cognitivo.

• Etapas: sensoriomotora, preoperacional, operaciones concretas y operaciones formales.

• Aplicación: diseñar actividades adecuadas a la edad y madurez del estudiante.

Piaget (Swiss psychologist) emphasizes that the child actively constructs their knowledge through assimilation (incorporating new experiences into existing schemas) and accommodation (adjusting those schemas in response to new experiences).

• Learning depends on the level of cognitive development.

• Stages: sensorimotor, preoperational, concrete operations, and formal operations.

• Application: design activities appropriate to the student's age and maturity.

Conceptos:

• Zona de desarrollo próximo (ZDP): lo que el alumno puede hacer con ayuda.

• Andamiaje: apoyo temporal del profesor o compañeros.

• Aplicación: trabajo en grupo, debates, actividades cooperativas.

We learn through interaction with others, using language and culture.

Concepts:

• Zone of Proximal Development (ZPD): what the student can do with help.

• Scaffolding: temporary support from the teacher or peers.

• Application: group work, debates, cooperative activities.