Science education from the organic constructivism’s point of view

Authors

  • Nicolás Marín

Abstract

An overview of signified and its relationship with the significant, from a constructivist perspective, allows to develop a new proposal for teaching science. This development is possible with the support in a learning model consistent with organic constructivism.

Keywords

science education, organic constructivism, signified and significant, types of learning

DOI

https://doi.org/10.5565/rev/ensciencias.775

Published

2014-06-03

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