BEYOND MEMORIZATION: THE THEORY OF DIDACTIC SITUATIONS AS A TOOL FOR ACTIVE AND CONTEXTUALIZED LEARNING IN PRIMARY EDUCATION

Abstract

In primary education, one of the greatest challenges is to move beyond education based solely on memorization in order to promote meaningful and lasting learning. Hence, the theory of didactic situations is presented as a powerful tool for promoting active and situated learning, which involves students in the construction of their knowledge through interaction with real problems and contexts. In effect, the following general objective emerges: to reflect on the educational process in order to go beyond memorization, using the theory of didactic situations as a tool for active and situated learning in primary education. The methodology employed was qualitative research through the interpretive paradigm using the hermeneutic method and the technique of documentary analysis. This resulted in a scientific essay on new modes of learning that fit into active and situated learning; thus, the foundations of new teaching styles applicable in classrooms are established; the results converge in the use of meaningful tools that will guarantee the quality of education, and thus new experiential elements for effective education are achieved. The application of situation theory in primary education seeks not only mastery of content, but also the development of higher cognitive skills and competencies situated in real learning contexts.