Evolution of Psychoeducational Paradigms and their Impact on Learning -Part 1

Abstract

Throughout history, educational psychology underwent a significant evolution, giving rise to various paradigms that influenced teaching and learning. The cognitive paradigm emphasized information processing and meaningful learning, highlighting the role of memory and the organization of knowledge. Jean Piaget, Jerome Bruner and David Ausubel proposed models that emphasized the importance of mental structures and prior knowledge in the assimilation of new information.
On the other hand, Piaget's psychogenetics approached the development of thought through evolutionary stages, emphasizing the interaction between the subject and his environment. Subsequently, Vygotsky's sociocultural paradigm introduced the relevance of context and social interaction in learning, formulating the concept of the Zone of Proximal Development (ZDP) as a means to enhance cognitive development through the mediation of other more experienced individuals.
Constructivism consolidated the idea that learning was not a passive process, but an active construction of the subject in interaction with his or her environment. David Ausubel emphasized the need for meaningful learning to achieve lasting understanding. With the advance of technology, Information and Communication Technologies (ICT) acquired a fundamental role in education, facilitating new teaching and evaluation strategies. In conclusion, psychoeducational paradigms transformed education, allowing the application of innovative approaches to improve the learning process and the formation of competencies in students.