Natural Sciences as an integrating knowledge
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Abstract
The present article aims to analyze modern pedagogical trends and contribute with innovative methodologies in the teaching of the natural sciences area in order to enable lasting scientific knowledge through educational mediations embodied in integrative projects and creative classes. The study considers reflections of several researchers that support the integrative approach and interdisciplinarity; points of view that allow lasting, integral and holistic learning. These didactic conceptions allow us to value science as the only non-fractionated one. Therefore, the research starts from considerations of science, significant learning, innovative didactic guidelines for the classroom, and the role of the teacher against the taboo “the teacher teaches science or transmits science”. To conclude, it is argued that this area corresponds to the factual sciences; that is, the discovery of science with experimental didactic proposals “learning by doing” that lead the student to enhance abilities, skills, and cognitive abilities in search of proven knowledge, as well as the study and management of the scientific method with its processes and techniques to adopt a scientific attitude before laws, principles and phenomena of nature.With this scenario, it is worth noting that the organization of knowledge in this area enables the defense of the environment to allow a just society with values and love for the ecosystem, strengthened in the paradigm of teaching man to live fully in a protected environment without contamination.
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