Comparison of the Socratic Method and Constructivism in Modern Education

Abstract

This research addresses the comparison between the Socratic Method and Constructivism in the context of modern education, exploring their implications for effective learning and the development of critical thinking. The main objective was to analyze the effectiveness of both pedagogical approaches, considering their applicability in various educational contexts, with emphasis on Ecuadorian higher education. The research used a qualitative methodology, based on an exhaustive bibliographic review and analysis of specialized literature, integrating theoretical methods such as historical-logical and analysis-synthesis. The research is associated with the ongoing research project entitled Improvement of Pedagogical Practices in Educational Institutions in the Southern Zone of Manabí. The results reveal that, although the Socratic Method and Constructivism share the emphasis on active learning and the development of critical thinking, they differ significantly in their theoretical foundations and implementation methodologies. The study highlights the effectiveness of the Socratic Method in fostering deep reflection and critical questioning, while Constructivism excels in promoting contextualized and socially mediated learning. It concludes that the strategic integration of elements from both approaches, enhanced by modern technologies, offers a promising path towards a more robust and adaptable educational model, capable of preparing students for the complex challenges of the 21st century.