Teoría de la instrucción de Bruner y su incidencia en el aprendizaje significativo de los estudiantes del doctorado en educación.

Abstract

This research evidenced the influence of Bruner's theory of instruction in the meaningful learning of doctoral students in education at the César Vallejo University of Moquegua, Peru, through a quantitative approach, with a non-experimental, transversal, correlational, causal scheme. It was consolidated as a result that Bruner's instruction theory significantly influences (p <0.01) in meaningful learning, whose general values are: r =0.891 ** and r² =0.7938.