We cannot deny the fact of being able to describe some characteristics that are fundamental and that help us to notice that between these two models there are many similarities, however, despite the fact that the two models work as a basis for the development of cognition in education, it is also noteworthy that there are many characteristics that we can describe between the two models and that in turn helps us to take these differences to place ourselves in the model that helps us to develop a meaningful education.
Among the notorious differences and under the psychological knowledge that deserves to be able to describe the differences between these two models, it is important to highlight that the model whose rationalist and constructivist paradigm have in common to explain the meaning of reality.
Similarly, these two paradigms have given rise to different models that have been used as a basis for the formation of cognitive therapies for the treatment of various disorders.
It should be noted that the two paradigms have led to the evolution of models that have functioned as a basis for obtaining a cognition that serves as a therapy for different disorders in the psychological order.
The important thing is that although these models share a cognitive basis, it is also important to say that there are several differences between these two paradigms based on the way in which reality is understood.
The way in which we can come to evaluate and treat educational aspects are key elements in which some analysis can be developed and interpreted taking into account the evaluation and educational treatment as a major difference.
