Behaviorism, Cognitivism or Humanism? The Theory of Meaningful Learning and the construction of knowledge about its frontiers and possibilities

Abstract

This study makes up the large universe of Research in Physics Teaching, which extends from higher education to Basic Education, in the quest to understand the problem of school ineffectiveness. This is a difficulty in Physics, but not only, so the solution will depend on joint efforts to understand its causes. Starting from the systematic study of learning theories, directly linked to one of the disciplines of the National Professional Master's Course in Physics Teaching, a comparison is made between the theoretical approaches that categorize the three main theories studied: behaviorism, cognitivism, and humanism. The results of the analysis show that, on the one hand, there is an explicit discourse in favor of the Meaningful Learning Theory to support the Teaching-Learning process, but on the other, it is the humanistic practice that enters the classroom, through inclusive appeals and methodological suggestions, and end up transferring the focus of the school process to the students. Based on one of Ausubel's proposals, to progressively differentiate and then integratively reconcile any theme, the conclusion is a critical reflection capable of redirecting the focus of teaching toward teachers.

DOI:https://doi.org/10.56238/sevened2024.003-024