El papel de la enseñanza a otros en el aprendizaje generativo: Una revisión bibliográfica
The Role of Teaching Others in Generative Learning: A Bibliographic ReviewBarra lateral del artículo
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El aprendizaje generativo propicia la creación de la creatividad y la innovación, potenciando la resolución de problemas complejos. Este estudio explora la relación entre la enseñanza a otros y el aprendizaje generativo, una estrategia que fomenta la participación activa en el procesamiento de la información. En cuanto a la metodología, se realizó una revisión bibliográfica para identificar los mecanismos cognitivos que sustentan esta estrategia, su influencia en contextos educativos y las prácticas empleadas. Los resultados evidencian que la enseñanza a otros favorece la comprensión, retención y transferencia del conocimiento al involucrar a los estudiantes en procesos de selección, organización e integración de la información. Asimismo, se identificó que esta estrategia puede fomentar habilidades metacognitivas, como la autorregulación y la reflexión crítica, así como habilidades sociales fundamentales para un aprendizaje flexible y adaptable. Se concluye que la enseñanza a otros es eficaz para el aprendizaje, aunque su influencia varía según el contexto y las características de los estudiantes. El estudio resalta la oportunidad de realizar futuras investigaciones que amplíen su aplicación en diversos niveles educativos y exploren su integración con otras estrategias generativas.
Generative learning fosters the creation of creativity and innovation, enhancing complex problem solving. This study explores the relationship between teaching others and generative learning, a strategy that encourages active participation in information processing. In terms of methodology, a literature review was conducted to identify the cognitive mechanisms that support this strategy, its influence in educational contexts and the practices employed. The results show that teaching others favors comprehension, retention and transfer of knowledge by involving students in processes of selection, organization and integration of information. Likewise, it was identified that this strategy can foster metacognitive skills, such as self-regulation and critical reflection, as well as social skills that are fundamental for flexible and adaptive learning. It is concluded that teaching others is effective for learning, although its influence varies according to the context and characteristics of the students. The study highlights the opportunity for future research that expands its application at various educational levels and explores its integration with other generative strategies.
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