Evolución de la teoría del aprendizaje significativo y su aplicación en la educación superior

Abstract

This article reviews the central tenets of David Ausubel's classic perspective on the theory of significant learning. Subsequently, an analysis of its theoretical evolution. Finally, its most important applications, implications and principles of teaching work for higher education were determined. The results obtained show that: previous knowledge should always be considered as the isolated variable that most influences the learning of new contents. The professional exercise implies the resolution of diverse situations or problems according to the knowledge and its degree of connection with reality. If the university student is able to apply the training received in the classroom in an active way and not as a mere memorization of texts, then we will really talk about a successful educational process. The student's predisposition to learn is one of the two key conditions for meaningful learning. The human factor involved in higher education is consolidated in integral formation, avoiding mechanical learning. Concept maps and mental models acquire great importance, because they are built from the knowledge that the individual already has in his cognitive structure, from what he perceives and from the new situation. The mediation that leads to the capture of meanings is no longer only human and semiotic, it also includes technological components. University teachers must promote critical and even self-critical meaningful learning, facilitating the transmission of declarative, procedural and attitudinal curricular content.