Experiencias significativas en el aula, una mirada de la teoría de aprendizaje significativo de David Ausubel, en la práctica pedagógica cotidiana

Abstract

Learning processes will always have dynamics to update, it is well known that generations are changing, and methodological proposals must be in tune with the needs that are required. However, the term meaningful learning has been a constant for a long time, since that it represents an intentional learning process; where rote learning processes are blurred and knowledge interrelation positions are questioned, where interests are manifested in applying what has been learned in different contexts and situations; giving priority to the processes of development of skills and abilities through significant experiences. In this article, we want to share the comparative deployment of the study of 4 significant experiences classified by The Ministry of National Education and applied in different places in Colombia vs. David Ausubel's theory, alluding to a series of characteristics that classify and promote significant dynamics in the classroom, thus generating an invitation to recognize the importance of the activities that are projected in the different academic spaces and their incidence in the learning process.