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Información tecnológica

versión On-line ISSN 0718-0764

Resumen

ARAYA-CRISOSTOMO, Sandra P.  y  URRUTIA, Mabel. Educational model based on neuroscientific empirical evidence and its implications for in classroom teaching practice. Inf. tecnol. [online]. 2022, vol.33, n.4, pp.73-84. ISSN 0718-0764.  http://dx.doi.org/10.4067/S0718-07642022000400073.

The primary objective of this study was to assess the application of pedagogical axes of a constructivist educational model based on neuroscientific evidence by using stages of a constructivist didactic cycle for teachers from Chile. Observation guidelines were applied to conduct an ethnographic observational assessment of teachers at different educational levels in the Chilean school system. Statistical analyses served to identify the application frequencies of the model’s axes and the stages of the didactic cycle. The results showed that the most frequently applied axes were authentic exploration, student leadership, and interactive groups. The most frequently performed stages of the didactic cycle were initiation, experimentation, and systematization. In contrast, the least applied axes were motivating activities and context emphasis and the least developed stages of the cycle were metacognition and theorizing. It is concluded that the least applied axes and stages of the cycle account for teaching practice methodological aspects that are not completely implemented.

Palabras clave : educational model; pedagogical strategies; neuroscience; teaching practice; didactic cycle.

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