Design of learning situations focused on strategic learning

Abstract

The educational tendencies in the twentieth century on the teaching and learning scenarios, despite their advances, were dominated and opaque from the teaching praxis by a system of traditions of verification of the human behavior before instructional systems that exalted the hegemony of the teacher on The mental activity of those who learn, this action strengthened a didactic centered on the teaching entity, that cornered the student to be passive, to memorize without meanings and above all to learn away from the reasons with which pertinent learning was in a serious Questioning. Consequently, the master class, the proofs of proof, the dictates, the resolution of abstract problems extracted from the book of foundations prevails in a camouflaged way even today, seventeen years of the twenty-first century. In a responsible manner, the purpose of this research report is to forge reflection scenarios in the subjects that foster the formal and informal education of another subject. The methodology used was the analysis of content from the state of the art of the construct learning situations as an initial search criterion, complemented with the strategic learning approach. Finally, it can be stated that the learning situations recognize the student as an active subject capable of achieving autonomy to learn and of the teacher as mediator of flexible processes that favor knowledge derived from the generic and specific competences contemplated in the respective curricular design or the demand Of the context where the individual performs.