TEACHING METHODS AND THEIR CONCEPTUALISATION FROM A COGNITIVE PERSPECTIVE OF KNOWLEDGE ACQUISITION

espanolEl concepto de metodo ha estado condicionado sustancialmente por las fuentes y recursos sobre los cuales se han basado los metodos concretos que han ido surgiendo a lo largo de la historia. En tal sentido, los metodos se han caracterizado por los aspectos positivos y negativos, virtudes y carencias propias de dichas fuentes o recursos. Por razones facilmente comprensibles, los metodos no han tenido acceso hasta ahora a un componente cognitivo esencial en el aprendizaje: el soporte biologico del cual depende, es decir, el cerebro, su estructura, su funcionamiento, los elementos y procesos neurolinguisticos y psicolinguisticos que en el propician el aprendizaje. En este articulo arguimos que dicho componente cognitivo no solo debe ser estudiado y tenido en cuenta, sino que debe incorporarse con urgencia al constructo metodologico y a las implicaciones practicas que este conlleva EnglishThe concept of method has been substantially conditioned by the sources and principles on which the different methods have emerged throughout history. Accordingly, methods have been characterised by the virtues and deficiencies of such sources and principles. Due to easily understandable reasons, methods have not hitherto had access to the essential cognitive component in learning: the biological support on which it depends, that is to say, the brain, its structure, its functioning, and both the neurolinguistic and psycholinguistic elements and processes which trigger learning. It is argued that these factors should not only be studied and considered, but that they should be urgently integrated into the construct of method and its practical implication