The Pedagogical Value of Error in the Construction of Knowledge: Theoretical Contributions from Learning Psychology to Teaching Practice.

Abstract

This work stems from the issue of understanding errors in the learning process, traditionally associated with school failure, but which can play a fundamental role as a pedagogical resource. The objective is to analyze the relevance of error as a tool in the construction of knowledge, highlighting its function in cognitive development and the advancement of learning. The research is grounded in theoretical approaches from the Psychology of Learning, with an emphasis on Piaget’s constructivist perspective, which recognizes error as an indicator of imbalances necessary for equilibration, as well as the contributions of Vygotsky and Ausubel, who understand it as an opportunity for social mediation and meaningful reorganization of knowledge. To this end, the bibliographic review method is adopted in order to understand how students’ mistakes can be interpreted and used by teachers as instruments for pedagogical diagnosis and intervention. The results show that, when redefined, error becomes an opportunity for reflection and overcoming challenges, allowing educators to plan strategies that promote deeper learning. It is concluded that, when valued as an essential part of the educational process, error ceases to represent failure and comes to be understood as a key element for active, meaningful, and transformative learning.