Aprendizaje entre iguales en ciencias naturales de educacion primaria : perspectivas teoricas y sus implicaciones para la practica en el aula

Abstract

This article examines the cognitive models for peer-to-peer learning and their implications for teaching natural sciences in primary schools. The article is a product of the Socrates Comenius 2.1 project 'The Implementation of Scientific Thought in the Elementary School Environment', funded by the European Commission. The role of metacognition and affective development in the process of peer learning is explored. The article provides a link between the cognitive models of peer learning in the natural sciences of primary education and the implementation of these models in the classroom.