Paradigmas En Psicologia De La Educacion Hernandez Rojas Gerardo Pdf
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Paradigmas En Psicologia De La Educacion Hernandez Rojas Gerardo Pdf
This document is a pdf file that contains 32 pages and can be accessed online. It has the format of application/pdf and requires a compatible software to open it. The file is a product of a collaboration between the Universidad de San Buenaventura in Cali, Colombia, and the Ministry of Education of the same country. The main topic of the document is the ideal education model for the 21st century, based on the Theory of Multiple Intelligences proposed by Howard Gardner. The author, Alejandra Ranz, is a psychologist who specializes in this theory and its applications in education. The document adopts a quantitative paradigm that uses empirical data and analytical methods to support its arguments. The main reference for this paradigm is the work of Gerard and D. HÃron, published in 2009.
The Theory of Multiple Intelligences (TMI) is a psychological framework that challenges the traditional view of intelligence as a single, fixed and measurable ability. According to TMI, there are at least eight different types of intelligence that humans can possess: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic. Each type of intelligence has its own strengths and weaknesses, and can be developed through appropriate learning experiences.
The author argues that the current education system is based on a narrow and outdated conception of intelligence that favors only linguistic and logical-mathematical skills. This system neglects the diversity of human potential and fails to meet the needs and interests of many students. The author proposes that a more inclusive and flexible education model should be adopted, one that recognizes and nurtures the multiple intelligences of each learner. Such a model would allow students to explore their talents, passions and goals, and to develop the skills and competencies required for the 21st century.
The document presents a quantitative research study that compares the academic performance and motivation of two groups of students: one that received a traditional education based on standardized tests and lectures, and another that received an education based on TMI principles and activities. The study used a pre-test/post-test design with control and experimental groups, and applied statistical tests to analyze the data. The results showed that the students who received the TMI-based education had significantly higher scores on both academic achievement and motivation than the students who received the traditional education. The author concludes that TMI is a valid and effective alternative to the conventional education model.
The document also discusses the implications and challenges of implementing TMI in the education system. The author acknowledges that TMI is not a simple or easy solution, but rather a complex and demanding one that requires a radical change in the curriculum, the pedagogy and the assessment methods. The author suggests some practical steps and strategies to facilitate this change, such as creating interdisciplinary projects, using multiple media and resources, offering differentiated instruction and feedback, and involving students in self-evaluation and reflection.
The author also addresses some of the criticisms and limitations of TMI. The author admits that TMI is not a definitive or universal theory, but rather a provisional and contextual one that needs to be revised and updated according to new research and evidence. The author also recognizes that TMI is not the only or the best way to understand human intelligence, but rather one among many possible perspectives that can complement and enrich each other. The author argues that TMI is not meant to be a dogma or a doctrine, but rather a tool or a guide that can help educators to design more meaningful and engaging learning experiences for their students.
The document concludes wit