• Yessica Alexandra Tapia Ortiz

  Author

From a constructivist perspective, the learning experience is a dynamic process through which learners construct, reconstruct, and transform their knowledge based on the interaction between prior experiences, new knowledge, the context, and pedagogical mediation. In this scenario, artificial intelligence (AI) and classroom research expand the possibilities for accessing, analyzing, comparing, and producing information, provided their use is guided by educational purposes, ethical criteria, and critical thinking. AI can function as a cognitive mediation resource that facilitates the formulation of questions, the exploration of perspectives, the generation of hypotheses, and feedback; however, it does not replace the student's intellectual activity or the teacher's pedagogical responsibility. Research, for its part, transforms the classroom into a space for inquiry where students learn through problematization, evidence gathering, interpretation, argumentation, and evaluation of results. The teacher assumes the role of mediator and guide, promoting meaningful experiences that integrate cognitive, social, and emotional dimensions. Consequently, the integrated use of constructivism, AI, and research fosters more autonomous, reflective, and contextualized learning, aimed at training critical, creative, ethical professionals capable of responsibly transforming their reality.

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