Principles of social constructivism in the Institutional Pedagogical Proposal of the Rosa Olga Villacrés Lozano Educational Unit

Abstract

This research study focuses on analyzing and reflecting upon the principles of constructivism within the Institutional Pedagogical Proposal (PPI) of the Rosa Olga Villacrés Lozano Educational Unit, located in Daule, Guayas. The general objective was to explain constructivism's contribution to student learning as a foundation of the PPI. A methodology involving the analysis and interpretation of records was employed, utilizing document review and a relationship matrix as instruments. Key constructivist aspects guiding educational practice were identified and extracted, linking them to five constructivist principles. Applying these principles within the teaching-learning process offers advantages that foster knowledge construction. These findings contribute significantly to consolidating learning within the educational sphere and to implementing effective, constructivism-centered pedagogical tools for social development. The study confirmed the presence of Claudia Ordóñez's five constructivist principles within the PPI, although it suggests that their implementation could be further strengthened. The research also highlighted a need for more information regarding constructivist teaching and the absence of a unified national model.