FROM ERROR TO LEARNING, AN ITERATIVE PRACTICUM

Milagros Thairy, Briceño Evans
unpublished
The aim of this paper was to consider reflexively about the error and mistake as a hinge of learning, appreciated from the iterative relationship. In this case the iterativity arises as a recurring and dynamic present in the work of learning environments act. The work was presented under the Doctoral Forum of the Faculty of Education at the University of Carabobo entitled Knowledge Problem Defining: Cognitive Conflict in the Production of Knowledge. Since vision of this presentation, it is
more » ... ntation, it is considered the process from error-learning pass both or they walk together side by side, cognitive aspects and teaching, with its implications, in addition to its recursion from an integrated approach, since an error variability exists by participants, which should be valued, contextualized and handled, as it is implicit in the production of knowledge focused in a positive way.
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