Hacia una teoría de los contenidos escolares

Abstract

This paper deals with the subjects on science studied at school and with the meaning of the term «content», often used by teachers to refer to them. New contributions by cognitive science and linguistics show that «knowing» requires «activity» and hint that «school content» must enable the development of the scientific activity carried out by the learners.

As a result from this reflection we identify some of the requirements that science programmes should comply with and propose an itinerary to develop science subjects at school.