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Author: Ronnie Videla
Bio Note: Ronnie Videla-Reyes has a Dr.(c) in Education from the Autonomous University of Madrid, Spain. He is a researcher at the Faculty of Education of the Santo Tomas University, Chile, a Faculty Member at Buckminster College of the Vrije Universiteit Brussel, and a teacher and STEAM advisor in projects at the University of La Serena, Chile. His research interests are enactive cognition and ecological psychology applied to the teaching and learning of mathematics and STEAM. He is the founder of InnovaSteam Lab for the design of interdisciplinary and embodied educational environments with creative technologies. He has been trained in the fundamentals of cultural biology with Humberto Maturana and Ximena Dávila at the Escuela Matríztica.
Affiliation: Universidad Santo Tomás, Chile
Publications in Constructivist Foundations
Videla R., Veloz T. & Pino M. C. (2023) Authors’ response: Becoming makers through continuous practice: Learning to deal with the uncertain. Constructivist Foundations 18(2): 320–324. https://constructivist.info/18/2/320
Videla R., Veloz T. & Pino M. C. (2023) Catching the big fish: A 4e-cognition approach to creativity in steam education. Constructivist Foundations 18(2): 295–307. https://constructivist.info/18/2/295
Videla R., Ravanal E., Aros M. & Ibacache C. (2023) Designing to transform educational practice: The art of inquiring and exploring from steam. Constructivist Foundations 18(2): 173–177. https://constructivist.info/18/2/173
Videla R. & Veloz T. (2023) The 4e approach applied to education in the 21st century. Constructivist Foundations 18(2): 153–157. https://constructivist.info/18/2/153
Díaz-Rojas D., Soto-Andrade J. & Videla R. (2021) Authors’ response: Fathoming the enactive metaphorizing elephant in the dark…. Constructivist Foundations 16(3): 289–294. https://constructivist.info/16/3/289
Díaz-Rojas D., Soto-Andrade J. & Videla R. (2021) Enactive metaphorizing in the mathematical experience. Constructivist Foundations 16(3): 265–274. https://constructivist.info/16/3/265
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