Observational learning and the classroom as a social learning space: Implications of Albert Bandura's social cognitive theory
This work presents Albert Bandura's social cognitive theory that characterizes observational learning. The aim is to elucidate aspects that exist between symbolic models and agents that refer to learning through observation in the classroom. The methodology developed used a bibliographical, nar...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Revista Política e gestão educacional |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/18521 |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/18521 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizagem Espaço social Observação Sala de aula Bandura Learning Social space Observation Classroom Aprendiendo Espacio social Observación Aula |
| Sumario: | This work presents Albert Bandura's social cognitive theory that characterizes observational learning. The aim is to elucidate aspects that exist between symbolic models and agents that refer to learning through observation in the classroom. The methodology developed used a bibliographical, narrative, exploratory review, in the months of April to June 2023, using a Boolean operator, as follows: Space AND social AND learning AND classroom AND observation AND Bandura. The research data enabled the analysis of 07 articles, distributed in Table 3 and Table 4, which corroborate the understanding of learning through observation in the classroom. The results show that the classroom, as a social learning space, is only possible because there are codes, habitus, which are schemes of production, perception, and appreciation, understood by the agents and which support the symbolic representation of their roles in this space. |
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