Piezas hilvanadas

Abstract

Human beings are explorers by nature. Their curiosity to discover, learn, and understand helps them maximize the development of their skills and intelligence. This development is necessarily linked to their environment; the social context in which humans grow up determines both their physicality and their behaviors and knowledge. But in addition to this natural development that occurs in humans through their intuition and context, there is also the knowledge and behavior acquired and influenced by the teaching/learning pedagogical system found in educational institutions such as kindergartens, schools, and universities. The academic training of human beings has been conditioned by different teaching methods, which in turn are supported by various learning theories that have helped to guide pedagogical models. Throughout history, there have been several models, such as the traditional model, the behaviorist model, the naturalist model, the constructivist model, the progressive or cognitive model, and the socio-critical model. It is important to note that some models share opinions and are related to each other in some way. Over time, teaching has gained more and more space and value in education, so much so that it has come to be determined autonomously and individually by educators in accordance with the objectives stipulated at the beginning of the educational program. These objectives are determined by the educator, who takes into account not only the knowledge to be taught but also the general characteristics of the group, so that when it comes to assessment, new results are generated in the student. These objectives are determined by the educator, who takes into account not only the knowledge to be taught but also the general characteristics of the group, so that when it comes to assessment, new results are generated in the student.