Bibliographic citations
Aragón, E., Poma, R., Salvador, J. (2023). Programación curricular para el desarrollo de las competencias en el área de ciencias sociales en los estudiantes del segundo grado de secundaria de una institución educativa de la provincia de San Martin [Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/3583
Aragón, E., Poma, R., Salvador, J. Programación curricular para el desarrollo de las competencias en el área de ciencias sociales en los estudiantes del segundo grado de secundaria de una institución educativa de la provincia de San Martin []. PE: Universidad Marcelino Champagnat; 2023. https://hdl.handle.net/20.500.14231/3583
@misc{renati/801071,
title = "Programación curricular para el desarrollo de las competencias en el área de ciencias sociales en los estudiantes del segundo grado de secundaria de una institución educativa de la provincia de San Martin",
author = "Salvador Salvador, Juan",
publisher = "Universidad Marcelino Champagnat",
year = "2023"
}
The present work of professional sufficiency that is presented below, has the objective of designing a curricular programming for the development of competences in the area of social sciences in students of the second grade of secondary school of an Educational Institution in the province of San Martín. It is based on the Humanist Sociocognitive Paradigm of: Jean Piaget, David Ausubel and Jerome Bruner (cognitive), Lev Vygotsky and Reaven Feuerstein (social and cultural), Robert Sternberg, Martiniano Román and Eloísa Diez (Theory of Intelligence). Through these proposals the student creates his own learning and will be able to solve problems that are presented to him according to his context, it is linked to competencies, abilities and skills; where he not only acquires knowledge, but also seeks a comprehensive education where he can demonstrate knowing how to do, know how to be and know how to live with others, as shown in the description of chapter I. In chapter II are the theoretical bases of the paradigm sociocognitive, socio-cultural-contextual, sociocognitive-humanist and finally in chapter III the curricular programming and the learning project are presented.
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