Cognitive psychological principles feasible in educational praxis

Abstract

This study develops an integrative proposal of disciplines of the main sciences linked to the cognitive, focused on the educational field and outlined in the context of this century. More so in a post-pandemic context that assume new pedagogical challenges and that pose diverse strategies according to the individual differences of each student. Therefore, they encourage reflection on the type of work that adapts to the individual, to the needs, desires, aspirations and ways of thinking of students in coincidence with cognitive neuroscience and education. Therefore, the objective is to describe the influence of different cognitive theories on various learning processes through the analysis of paradigms proposed by Bruner, Gestalt, Vygotsky, Ausubel, Piaget, Gardner, Goleman, Feuerstein and Neuroscience. It is concluded that the study of these approaches in interrelation to educational situations strengthen a pedagogical culture to understand the school as an entity that gives openness to various contexts, projects, links, forms of teaching and evaluation. As well as a vision of teaching conception that strengthens the accompaniment and favors the strengthening of autonomous, supportive and educated human beings that adapt to any context of improvement oriented to a welfare in society.

Keywords: education; cognition; psychology; neuroscience.