Concept formation is one of the essential components of both knowledge creation and development, and of instruction and learning in the educational context. Cognitivism and the cultural-historical approach are two of the pedagogic trends studying this problem. Concept formation in interactive teaching-learning processes takes place according to its logical-epistemological foundations. This study aims to critically evaluate the logical-epistemological foundations of the understanding and implementation of this process from the perspectives of both trends, referring to two of their main representatives: David Ausubel and Lev S. Vygotsky. In Ausubel's case, along with positive aspects, we have analysed inconsistencies that make a logical-formal approach predominate. Such approach ballasts the scientifically consistent foundation and the grade of effectiveness in the implementation of concept formation processes. As for Vygotsky, while observing limitations in his logical-epistemological foundations related with terminological identification in occasions of the nature of the practical with that of thought, or between concepts and abstractions, we have observed a greater degree of scientificity and consistency in the bases of such process using a dialectical logical analysis of content based on the social and cultural. The study of both authors contributes to elaborating a more integral understanding of the complex process of concept formation.
Concept formation; Cognitivism; Cultural-historical approach; Ausubel; Vygotsky