Educational methodologies based on

Maturana and Varela's theory of

knowledge for teaching

natural sciences

Metodologías educativas desde la teoría del

conocimiento de Maturana y Varela para

enseñanza de las ciencias naturales

Deinny José Puche Villalobos*

https://orcid.org/0009-0003-9646-2356

Caracas / Venezuela

* Doctorate in Latin American Education: Public Policies and Teaching Profession, Universidad Experimental

Pedagógica Libertador (UPEL). MSc in Biology Education. Bachelor's Degree in Biology Education.

Revista Digital de Investigación y Postgrado, 5(10), 59-80

ISSN electrónico: 2665-038X

How to cite: Puche, V. D. J. (2024). Educational methodologies based on Maturana and Varela's

theory of knowledge for teaching natural sciences. Revista Digital de Investigación y Postgrado,

5(10), 59-80.

Received: February / 19 / 2024 Reviewed: February / 22 / 2024 Approved: April / 4 /2024

Abstract

The study arises in response to the low performance and lack of interest of students in physics,

chemistry and biology. Observing that natural science teachers focus on rigid and traditional

methodologies, disconnected from the reality of the students. The objective was to analyze the

possibilities offered by Maturana and Varela's theory of knowledge for the development of edu-

cational methodologies in the teaching of natural sciences. The socio-critical paradigm and

participatory action research were used, with diagnosis, planning, implementation and evalua-

tion phases, carried out with 5th year students in the three subjects, collecting data from 12 tea-

chers and students. The study concludes that the methodology based on the theory of

knowledge positively impacts the performance and motivation of students. The information ob-

tained guides transformations in educational practices, revitalizing the teaching of natural scien-

ces and strengthening student commitment in these disciplines.

Palabras claves:

Tools, Moodle Platform, Teacher Challenges and technologies.

Resumen

El estudio surge como respuesta al bajo rendimiento y falta de interés de los estudiantes en física,

química y biología. Observándose que los docentes de ciencias naturales se centran en metodo-

logías rígidas y tradicionales, desvinculadas de la realidad de los estudiantes. El objetivo fue analizar

las posibilidades que ofrece la teoría del conocimiento de Maturana y Varela para el desarrollo

de metodologías educativas en la enseñanza de las ciencias naturales. Se empleó el paradigma

socio-crítico y la investigación acción participativa, con fases de diagnóstico, planificación, imple-

mentación y evaluación, ejecutándose con estudiantes de 5to año en las tres asignaturas, reco-

pilando datos de 12 docentes y estudiantes. El estudio concluye que la metodología basada en

la teoría del conocimiento impacta positivamente el rendimiento y la motivación de los estudian-

tes. La información obtenida orienta transformaciones en prácticas educativas, revitalizando la

enseñanza de ciencias naturales y fortaleciendo el compromiso estudiantil en estas disciplinas.

Palabras clave:

metodologías educativas, teoría del conocimiento, ciencias naturales.

Introduction

Throughout history, mankind has persisted in a constant quest for knowledge, and ancient literature,

such as the Bible, offers a fascinating perspective on humanity's early attempts to understand the world

around them. The Reina Valera (1960) version of the book of Genesis 3 provides an illustrative example

of this ancient inquiry.

4 And the serpent said to the woman, "You will not surely die. 5 For God knows that in the day you

eat of it your eyes will be opened, and you will be like God, knowing good and evil." 6 So when the

woman saw that the tree was good for food, that it was pleasant to the eyes, and a tree desirable

to make one wise, she took of its fruit and ate. She also gave to her husband with her, and he ate.

Deinny José Puche Villalobos

Revista Digital de Investigación y Postgrado, 5(10), 59-80

Electronic ISSN: 2665-038X

Educational methodologies based on Maturana and Varela's

theory of knowledge for teaching natural sciences

Synthesizing the previous ideas, it can be observed that, in the verses of Genesis, it explores

how the first human beings faced the temptation to acquire knowledge, symbolized by the act

of eating from the tree of the knowledge of good and evil. This narrative not only sheds light

on the origins of human knowledge-seeking but also raises fundamental questions about the

relationship between the pursuit of knowledge and ethics.

Thus, by examining the roots of this concern in ancient literature, a window is opened to un-

derstanding the human motivations behind the quest for knowledge throughout time. From an

educational perspective, the Genesis narrative highlights the importance of seeking a balanced

knowledge that is intimately linked to ethics. The serpent's promise that, by eating from the tree

of knowledge, humanity would attain wisdom and be "like God, knowing good and evil," suggests

the intrinsic connection between knowledge and the ability to discern between right and wrong.

From the standpoint of the author of this work in the educational field, this story can be interpreted

as a reminder of the need for a balanced approach in the acquisition of knowledge. It is not simply

about seeking knowledge for its own sake but understanding how that knowledge relates to ethics

and morality. The emphasis is on cultivating an ethical awareness alongside the pursuit of knowledge.

While from a philosophical perspective, it suggests that effective education is not just about ac-

cumulating information but also about fostering the ability to discern and apply that knowledge

ethically. Educators have a responsibility to guide students toward a comprehensive understan-

ding that enriches not only their minds but also develops their ethical discernment.

In this line of thought and trying to contextualize the central theme of this study, a summary is

made from the perspective of the researcher to the book "The Tree of Knowledge: The Biological

Roots of Human Understanding" by Humberto Maturana and Francisco Varela. It is inferred that

this text stands out as a fundamental work in the biology of knowledge. The authors propose

an innovative theory that challenges the traditional notion that knowledge is a direct copy of

reality. Instead, they argue that knowledge is an emergent construction of the continuous inte-

raction between an organism and its environment, where cognitive structures are generated

through biological processes (Maturana & Varela, 1990).

Likewise, Jové (2022) considers that this approach has significantly impacted the understanding

of knowledge and has permeated various fields of knowledge. Particularly in understanding the

notion of this work "the tree of knowledge," it can influence education by altering the perspective

on learning, as Maturana and Varela's proposed theory suggests that learning is not simply the

accumulation of information but an active process of knowledge construction.

Therefore, Parada (2023) considers that this paradigm shift has stimulated new educational met-

hodologies, emphasizing active student participation, collaborative knowledge construction, and

reflection on educational practice. Furthermore, this text allows the author of this study to deduce

that this book represents a contribution to improving the quality of education by inspiring edu-

cational policies that seek to raise standards. Hence, the researcher considers that this book can

Deinny José Puche Villalobos

contribute to the understanding of learning as knowledge construction and drive changes in

how educational policies are approached, promoting more dynamic and participatory

According to Ortiz (2015), in the educational context, this implies recognizing and fostering stu-

dents' ability to generate their own understandings, rather than simply receiving information

passively. According to Obando & Galviz (2023), these methodologies should aim to create en-

vironments where students can identify themselves and others, thus promoting a deeper un-

derstanding of themselves and the world around them.

In the view of Rodríguez & Torres (2003), educational processes in the classroom should be directed

towards the collaborative construction of knowledge, fostering interaction and dialogue among stu-

dents. The emphasis on reflection on educational practice suggests that educators should be facili-

tators who guide and support the learning process, rather than mere transmitters of information.

Considering the ideas of the aforementioned authors, the researcher believes that an approach

of innovative educational methodologies from the theory of knowledge of Maturana and Varela

drives a profound change in how we conceive teaching and learning. It is about empowering

students as active constructors of their knowledge, promoting recognition, collaboration, and

reflection in a dynamic and participatory educational environment.

In this line of thought, Ruiz & Abad (2019) consider that innovative educational methodologies

play a fundamental role in improving and adapting the educational process. Their importance

lies in their ability to respond to the individual needs of students, offering a personalized ap-

proach that recognizes diversity in learning styles.

According to De La Aldea (2019), by stimulating critical thinking, these methodologies go be-

yond memorization, promoting deep understanding and active application of knowledge. Furt-

hermore, they cultivate creativity by challenging students to approach problems from various

perspectives, fostering original solutions and preparing them to face real-world challenges.

For Arnold et al. (2011), an important aspect of these methodologies is their emphasis on collabo-

rative learning, reflecting the importance of teamwork and communication skills in social and work

environments, as integrating practical and contextualized approaches prepares students to apply

their knowledge effectively. Likewise, motivation and engagement are increased through dynamic

and engaging approaches, using educational technology and promoting active participation.

Finally, Correa-Díaz et al. (2019) point out that the constant updating of these methodologies con-

tributes to keeping education relevant and equips students with relevant skills in an ever-evolving

environment. Together, innovative educational methodologies are essential for providing com-

prehensive education and preparing students for success in contemporary society.

Therefore, di Pasquo et al. (2020) highlight that the application of educational methodologies

from the perspective of Maturana and Varela's theory of knowledge for teaching natural sciences

Revista Digital de Investigación y Postgrado, 5(10), 59-80

Electronic ISSN: 2665-038X

Educational methodologies based on Maturana and Varela's

theory of knowledge for teaching natural sciences

represents an innovative and transformative approach in the educational field since this theory,

known as the biology of knowledge, contends that knowledge is not a direct copy of reality but

an active construction that arises from the interaction between the organism and its environment.

According to Méndez (2018) and Mendoza & Godoy (2016), based on this foundation, educational

methodologies focus on promoting students' active participation in constructing their own know-

ledge. Significant learning is promoted, where students not only absorb information but also en-

gage in practical experiences that allow them to build their understanding of natural sciences.

Additionally, Toro & Vega (2021) argue that applying this theory in teaching natural sciences in-

volves designing activities and resources that stimulate curiosity, exploration, and questioning. The

aim is to create an educational environment that reflects the complexity and interconnectedness

of natural phenomena, enabling students to develop a deep and contextualized understanding.

In the view of Jové (2022), it is important that educational processes in biology align with the prin-

ciples of Maturana and Varela's theory of knowledge, as these authors propose adaptability and

flexibility in the application of these methodologies, thus allowing for a dynamic response to the

specific needs and characteristics of students, promoting active and meaningful learning in the

fascinating world of natural sciences.

Considering the aforementioned approaches, this study focused on analyzing the possibilities of-

fered by Maturana and Varela's theory of knowledge for the development of educational metho-

dologies in teaching natural sciences.

Metodology

The study aims to improve the processes of teaching natural sciences, so it was proposed to

analyze the possibilities offered by Maturana and Varela's theory of knowledge for the deve-

lopment of educational methodologies in the teaching of natural sciences. It should be noted

that the study initially targeted 12 teachers from the natural sciences area as they are responsible

for the teaching processes. They were presented with the action plan to implement it in their

physics, chemistry, and biology classes, selecting a section of 36 students from three sections

A, B, and C of the José Antonio Almarza Educational Unit in the Zulia state, Mara municipality.

In this regard, the initial step was the teaching action aimed at consolidating the understanding

of texts according to the interests and needs of the learner.

In reference to this, an action plan was designed that started from a diagnosis, which was carried out to

obtain information about the real needs in the teaching of natural sciences. Therefore, it was necessary

to gather information in its real context. In this sense, it worked through the feasible project modality, so

an operational model was developed to provide a solution to the problem studied (Hurtado, 2015).

Hence, the procedures of the Participatory Action Research (PAR) method were adopted, which is

defined by Rojas (2002) as a methodological approach that combines social research with social

action. It is an iterative process in which researchers and participants work together to identify and

Deinny José Puche Villalobos

solve social problems. Similarly, for Flores (2021), it is a methodological approach that integrates

research and action with active participation of those involved in the process. According to Anso-

leaga (2019), it focuses on addressing specific problems in practical contexts through collaboration

between researchers and community members.

According to Scribano (2007), this research method (PAR) is linked to field design, which was de-

veloped systematically and orderly, through several phases that contributed to achieving the pro-

posed objectives. In this regard, in the context of analyzing the potential applications of Maturana

and Varela's theory of knowledge in the design of educational methodologies for teaching natural

sciences, Participatory Action Research (PAR) is deployed according to Ansoleaga's (2019) criterion

as follows:

In the diagnosis stage, researchers and participants collaborated to identify difficulties in learning

natural sciences through observation methods and interviews. This phase included reflection, that

is, jointly analyzing the results of the diagnosis. Through the planning stage, they worked together

to develop an action plan aimed at addressing the identified problems. This plan incorporated new

educational strategies aligned with Maturana and Varela's theory of knowledge.

Likewise, the execution of the plan was considered, which was carried out in stages, where resear-

chers and participants would collaborate in the design and implementation of specific educational

activities. Finally, the evaluation phase, which involved reviewing and analyzing the results of the

action plan, using observation methods and interviews. This allowed analyzing changes in student

learning through discussion groups or workshops, thus closing the PAR cycle. Therefore, it is im-

portant to note that the effectiveness in teaching natural sciences will be evaluated through the

performance of the students, so the diagnosis starts from their reality.

Table 1

Initial teacher diagnosis of the situation in light of the thematic concern

Diagnosis of the teaching-learning process in natural sciences among fifth-year students at José Antonio Almarza High

School.

Objective

Identifying the possible causes of the lack of effectiveness in the teaching strategies of natural science tea-

chers.

Methods

Gathering information on the following aspects:

• Learning objectives.

• Teaching strategies.

• Student participation.

• Student attitudes.

Guiding

Questions

• What are the learning objectives that natural science teachers are trying to achieve?

• Are these objectives clear and measurable?

• What teaching strategies are natural science teachers using?

• Are these strategies suitable for the learning objectives?

• How are students participating in the classes?

• Are students engaged in learning activities?

• What are the attitudes of students towards natural sciences?

• Are students motivated to learn natural sciences?

Revista Digital de Investigación y Postgrado, 5(10), 59-80

Electronic ISSN: 2665-038X

Educational methodologies based on Maturana and Varela's

theory of knowledge for teaching natural sciences

Note: Own elaboration (2024).

Natural science educators exhibited deficiencies that impacted the effectiveness of their teaching

methods. Among the fundamental causes, the lack of precision in learning objectives stands

out. The clarity and measurability of these objectives are essential for planning suitable teaching

strategies. If the objectives are ambiguous or difficult to achieve, it is likely that the strategies

will be ineffective.

Likewise, another determining factor that was evidenced was the use of inadequate teaching

strategies. These strategies must be properly aligned with the learning objectives to ensure the

effectiveness of the process. The inadequacy of the strategies leads to a deficiency in the ac-

quisition of concepts or skills by students.

Additionally, the design of unattractive or unchallenging learning activities also emerges as a

prominent cause. These activities must captivate and challenge students to maintain their mo-

tivation and commitment to learning. If the activities lack these elements, students are likely not

to actively participate in the educational process.

Furthermore, the lack of skills in motivation and creating a positive learning environment by

teachers is revealed as a crucial element. Educators must be able to inspire students and foster

a positive environment to stimulate the desire to learn. The absence of these skills can result in

a lack of motivation on the part of students. It is imperative that natural science teachers re-

cognize these causes and strive to refine their teaching strategies.

Table 2

Diagnosing the students

Results

• Learning objectives may be too vague or difficult to achieve.

• Teaching strategies are not suitable for the learning objectives.

• Learning activities are not engaging or challenging for the students.

• The teachers are unable to motivate students or create a positive learning environment.

Conclusions

It is necessary to examine the learning goals to ensure their clarity and measurability. Appropriate pe-

dagogical tactics should be chosen in line with these objectives. Likewise, educational activities that

are engaging and challenging for students need to be conceived. Additionally, it is imperative to cul-

tivate motivation skills and foster the creation of a positive learning environment.

Diagnosis of the teaching-learning process in natural sciences among fifth-year students at José Antonio Almarza High

School.

Objective

Identifying the difficulties that 5th-year students at José Antonio Almarza High School have in learning na-

tural sciences.

Methods

• Observation: The researchers observed the natural science classes of 5th-year students at José Antonio

Almarza High School for one week.

• Interviews: The researchers interviewed 10 5th-year students at José Antonio Almarza High School.

Deinny José Puche Villalobos

Note: Own elaboration (2024).

The results obtained from the diagnosis (which was completed with both a written and oral exami-

nation, by subject area) indicate that fifth-year students at José Antonio Almarza High School face

significant challenges in learning natural sciences, categorizing these difficulties into three primary

categories. Firstly, the lack of prior knowledge is highlighted, revealing that students struggle to com-

prehend complex scientific concepts due to a lack of fundamental knowledge and skills. An illustrative

example is the difficulty in understanding the concept of evolution, attributed to a lack of basic know-

ledge in genetics. Another relevant aspect is the inadequacy of teaching strategies employed in natural

science classes, which fail to meet the specific needs of students. A notable example is the preference

for teacher-centered strategies, which limit active student participation in the learning process.

Additionally, the existence of unfavorable attitudes towards natural sciences among students is

identified, which may constitute a barrier to their learning process. For instance, the perception

that natural sciences are boring or difficult contributes to creating a negative predisposition to-

wards the subject. These findings underscore the need to comprehensively address these issues

to improve the quality of learning at José Antonio Almarza High School.

Activity Planning

The results of the diagnosis provided insights into the weaknesses in teaching natural sciences.

Based on this information, two action plans were developed: a general one and a specific one.

Guiding

Questions

What are the knowledge and skills that students should acquire in natural science classes?

What are the teaching and learning strategies used in natural science classes?

What are the attitudes of students towards natural sciences?

Results

• The diagnostic results indicate that 5th-year students at José Antonio Almarza High School struggle to

learn natural sciences. These difficulties can be classified into three main categories:

• Lack of prior knowledge: Students have difficulties understanding complex scientific concepts because they

lack the necessary basic knowledge and skills. For example, students struggle to grasp the concept of evo-

lution because they lack basic knowledge of genetics.

• Inadequate teaching strategies: The teaching strategies used in natural science classes are not suitable for

the students' needs. For instance, teachers often employ teacher-centered teaching strategies, which limit

students' active participation.

• Negative attitudes towards natural sciences: Students hold negative attitudes towards natural sciences,

which may hinder their learning. For example, students perceive natural sciences as boring or challenging.

Conclu-

sions

• The diagnostic results indicate the need to implement changes in the teaching of natural sciences at José

Antonio Almarza High School to address the difficulties students face in learning this content. These chan-

ges should focus on the following aspects:

• Strengthening students' prior knowledge: Teachers should provide students with the necessary basic know-

ledge and skills to understand complex scientific concepts.

• Using student-centered teaching strategies: Teachers should employ teaching strategies that encourage

active student participation.

• Fostering positive attitudes towards natural sciences: Teachers should create a positive and stimulating lear-

ning environment that motivates students to engage with natural sciences.

Revista Digital de Investigación y Postgrado, 5(10), 59-80

Electronic ISSN: 2665-038X

Educational methodologies based on Maturana and Varela's

theory of knowledge for teaching natural sciences

These plans were designed to be implemented over the course of one school term (3 months),

in collaboration with natural science teachers.

Table 3

General Action Plan

Note: Own elaboration (2024).

Concept Activity Objective Example

Direct observation of

autopoietic systems,

such as cells or ecos-

ystemss

Understanding how

autopoietic systems

produce their own

conditions of exis-

tence.

Autopoiesis

In a biology class, students can observe

an aquatic ecosystem, such as a pond or

a lake. They can record their observa-

tions, such as the different types of plants

and animals living in the ecosystem, and

then analyze their observations to iden-

tify the relationships between these orga-

nisms.

Understanding the comple-

xity of ecosystems. Develo-

ping observation and

analysis skills. Promoting

environmental awareness.

Analysis of how hu-

mans identify themsel-

ves and others.

Understanding how

recognition influen-

ces the construc-

tion of knowledge.

Recognition

In a history class, students can analyze

how scientists from different cultures have

developed various theories about the

universe. They can discuss how these

theories have been influenced by the be-

liefs and values of different cultures.

Understanding the impor-

tance of cultural context in

the construction of scientific

knowledge. Developing cri-

tical analysis skills. Fostering

respect for cultural diversity.

Exploration of how hu-

mans construct cogni-

tive structures to

interpret and unders-

tand the world.

Understanding how

cognitive structures

influence the cons-

truction of know-

ledge..

Cognitive structures

In a physics class, students can discuss

how scientific theories evolve as new in-

formation emerges. They can analyze

how new theories build upon existing

ones but also introduce new concepts

and ways of thinking.

Understanding the dynamic

nature of scientific know-

ledge. Developing critical

thinking skills. Fostering

scientific curiosity.

Analysis of how know-

ledge is constructed

from experience.

Understanding how

knowledge is al-

ways contextual

and relative.

Knowledge

In a social sciences class, students can

analyze how different cultures have de-

veloped diverse knowledge about nature.

They can discuss how this knowledge has

been based on the experiences of diffe-

rent cultures with the natural world.

Understanding the dynamic

nature of scientific know-

ledge. Developing critical

thinking skills. Fostering

scientific curiosity.

Deinny José Puche Villalobos

These activities were tailored to the educational level of fifth-year high school students and va-

rious topics in the natural sciences. Their aim was to promote active student participation in the

learning process, collaborative knowledge construction, and reflection on educational practice.

In this regard, in the physics class, students were invited to observe a pendulum in motion. They

recorded data on the pendulum's movement and then analyzed it to identify the laws governing

its motion. This activity also promoted active student participation in the learning process, as

students collected their own data and analyzed it. At the same time, they compared observa-

tions and conclusions with their peers.

Meanwhile, in the biology class, students were invited to work in groups to conduct research

on a coral reef ecosystem. They collected information on the different components of the ecos-

ystem and then analyzed it to identify the relationships between these components. This activity

promotes active student participation in the learning process, as students must research and

analyze information. Additionally, it fosters collaborative knowledge construction, as students

must work together to collect and analyze information.

Similarly, in the chemistry class, students were invited to conduct an experiment to investigate

the behavior of a chemical substance. They recorded data from the experiment and then analy-

zed it to identify the properties of the chemical substance. This activity promotes active student

participation in the learning process, as students must design and conduct the experiment. Ad-

ditionally, it fosters collaborative knowledge construction, as students can share their observa-

tions and conclusions with their peers.

Based on the above, a series of activities were proposed as part of the action plan to be imple-

mented with fifth-year students.

Table 3

General Action Plan

Area Activities Objective Materials Procedures

Biology

Research on

a biological

phenome-

non.

Linking Lear-

ning to Stu-

dents'

Experiences.

Paper and Pen-

cil for the Stu-

dents.

A Biological

Phenomenon

to Investigater.

The teacher presents the biological phenomenon to the

students.

The students present the results of their investigation in class.

The students divide into groups to investigate the pheno-

menon.

The students conduct the investigation in the classroom or

in the field.

Design of a

Biological Ex-

periment.

Linking Lear-

ning to Stu-

dents'

Experiences.

Paper and

Pencil for the

Students.

A Biological

Phenomenon

to Investiga-

ter.

The teacher presents the biological phenomenon to the stu-

dents.

The students present the results of their investigation in class.

The students divide into groups to investigate the phenome-

non.

The students conduct the investigation in the classroom or in

the field.

Revista Digital de Investigación y Postgrado, 5(10), 59-80

Electronic ISSN: 2665-038X

Educational methodologies based on Maturana and Varela's

theory of knowledge for teaching natural sciences

Note: Own elaboration (2024).

Area Activities Objective Materials Procedures

Biology

Creation of a

Biological

Model

Fostering Un-

derstanding of

Scientific Con-

cepts.

Materials for

Creating the

Model

The teacher presents a scientific concept to the stu-

dents.

The students divide into groups to create a model of the

scientific concept.

The students present their models to the rest of the class.

Physics

Reconstruc-

tion of a

Physical Ex-

periment

Promoting

the Unders-

tanding of

Scientific

Concepts.

Materials for

Conducting

the Experi-

ment

The teacher presents a scientific problem to the students.

The students work in groups to design a project to solve

the problem.

The students carry out the project.

The students present the results of their project to the

class.

Design of a

Scientific

Project

Promote Ac-

tive Student

Participation

in the Lear-

ning Process

Materials for

Conducting

the Project

The students work in groups to develop a scientific pro-

ject.

The students present their projects at a science fair.

Participa-

tion in a

Science Fair

Linking Lear-

ning to Stu-

dents'

Experiences

Materials for

the Project

The teacher presents the chemical reaction to the stu-

dents.

The students divide into groups to investigate the reaction.

The students conduct the investigation in the classroom

or in the laboratory.

The students present the results of their investigation to

the class.

Chemi-

calc

Biology

Linking Learning

to Students' Ex-

periences

Paper and pencil

for the students.

A chemical reac-

tion to investi-

gate.

The teacher presents the chemical reaction to the students.

The students divide into groups to investigate the reaction.

The students conduct the investigation in the classroom

or in the laboratory

The students present the results of their investigation to

the class.

Design of a

Chemical Ex-

periment

Promoting Ac-

tive Student Par-

ticipation in the

Learning Pro-

cess.

Materials for

Creating the

Model.

The teacher presents a scientific problem to the students.

The students divide into groups to design an experiment

to solve the problem.

The students conduct the experiment.

The students analyze the results of the experiment.

Creation of a

Chemical

Model

Promoting the

Understanding

Materials for

Creating the

Model.

The teacher presents a scientific concept to the students.

The students divide into groups to create a model of the

scientific concept.

The students present their models to the rest of the class.

Deinny José Puche Villalobos

Implementation Phase

This phase was linked to the execution and observation of participant attitudes when initiating, de-

veloping, and concluding strategies for teaching natural sciences. In other words, the proposed

phases before, during, and after were taken into account. Therefore, understanding how autopoietic

systems produce their own conditions of existence involved exploring the mechanisms that allow

them to generate and maintain their own internal structures and processes. The main objective of

this activity was to expand participants' understanding of the self-organization and self-perpetuation

of complex systems, exploring the dynamics that underpin their autonomous existence.

Likewise, recognition was addressed as a fundamental component in knowledge construction,

seeking to understand how the act of recognition, both individually and collectively, significantly

influences the formation and evolution of knowledge. This activity aimed to explore the con-

nections between perception, recognition, and active construction of understanding in various

contexts. Meanwhile, understanding how cognitive structures influence knowledge construction

was a relevant focus, as it explored the patterns and cognitive processes underlying the assimi-

lation, interpretation, and application of information, highlighting the importance of cognitive

structures in how knowledge is constructed and organized.

Similarly, the notion that knowledge is always contextual and relative was addressed, exploring

the elements that contribute to the contextualization of knowledge and recognizing its dynamic

nature and its dependence on situational factors. This activity sought to promote awareness of

the relativity of knowledge and its intrinsic connection to the environment and particular cir-

cumstances. Together, these activities contributed in the past to a deep exploration of cognitive

processes, recognition, and self-generation of systems, fostering a more holistic and contex-

tualized understanding of knowledge.

In this regard, concerning the application of strategies in the biology area, specifically with re-

search on a biological phenomenon, the goal was to deepen the understanding of a specific

aspect of life, whether at the molecular, cellular, or through more complex biological systems.

This activity aimed to discover new knowledge, answer scientific questions, and contribute to

the advancement of understanding in the field of biology. Likewise, the design of a biological

experiment aimed to apply the scientific method to test hypotheses and validate theories.

Through careful planning of variables and controlled conditions, significant data supporting or

refuting the hypothesis was intended to be obtained. This process not only contributed to scien-

tific research but also developed skills in experimental design and critical analysis.

Therefore, the creation of activities in the biology subject involved the conceptual or physical

representation of a specific biological system. It was used to simulate biological processes, un-

derstand relationships between different components, or predict behavior under specific con-

ditions. Through the activities, the aim was to provide a tool that facilitated the understanding

and study of biological phenomena in a more accessible and visual way. These activities were

implemented over the course of a month.

Revista Digital de Investigación y Postgrado, 5(10), 59-80

Electronic ISSN: 2665-038X

Educational methodologies based on Maturana and Varela's

theory of knowledge for teaching natural sciences

Regarding activities in the physics area, researching the reconstruction of a physics experiment

aimed to deepen understanding of specific physical phenomena by recreating and analyzing

previous experiments. This activity's main objective was to obtain a more detailed understanding

of the physical principles involved, as well as to improve the research and analysis skills of the

participants. The design of a scientific project involved formulating and executing a structured

plan to investigate and address specific scientific questions. This activity aimed to foster creativity

and the practical application of scientific knowledge, promoting the development of skills in ex-

perimental design, data analysis, and clear and coherent presentation of results. It's worth noting

that these activities were worked on consecutively over the course of a month.

Additionally, participation in a science fair represented an opportunity to communicate and

share the results of research and scientific projects with a wider audience. This event not only

aimed to highlight individual achievements but also to encourage interaction and exchange of

ideas among participants and the scientific community at large, promoting interest and appre-

ciation for science. Together, these activities sought to cultivate scientific thinking, independent

research, and the ability to effectively communicate scientific findings.

In relation to the chemistry area, the activities were implemented over the course of one month.

Regarding the topic of chemical reactions, the aim was to deepen understanding of specific

chemical processes through analysis and detailed exploration of these reactions. This activity's

main objective was to expand participants' knowledge about the principles and mechanisms

governing chemical reactions, thus promoting a deeper understanding of the world of chemistry.

Likewise, in the design of a chemical experiment, in the past, a structured plan was formulated

and executed to investigate and explore specific scientific questions related to chemical reac-

tions. This activity aimed to foster creativity and the practical application of chemical knowledge,

developing skills in experimental design, data analysis, and precise and coherent presentation

of results.

Finally, the creation of a chemical model in the past involved the conceptual or physical repre-

sentation of a specific chemical system. This model was used to simulate chemical processes,

understand relationships between different components, and predict behavior under specific

conditions. The activity aimed to provide a tool that facilitated the understanding and study of

chemical phenomena in a more accessible and visual way. Together, these activities contributed

to cultivating scientific thinking, independent research, and the ability to apply and effectively

communicate the knowledge acquired in the chemical field.

Evaluation Phase

This phase allowed the researcher to interpret, explain, and draw conclusions from the activities

carried out. This evaluation was conducted to analyze the possibilities offered by Maturana and

Varela's theory of knowledge for the development of educational methodologies in natural

science teaching. After applying each phase and especially fulfilling the planning of activities in

the areas of biology, physics, and chemistry, new teaching criteria based on student progress

Deinny José Puche Villalobos

were established. Therefore, after implementing the action plan, teachers were evaluated

through interviews, while students underwent a written and oral exam, which was analyzed to

extract areas for improvement.

Results

The following are the emerging categories from the interviews conducted with tea-

chers, which were interpreted in a general manner by the researcher.

Figure 1

Possibilities offered by the theory of knowledge of Maturana and Varela

Note: Semantic network Atlas Ti. Own elaboration (2024)

In Figure 1, the categories that emerged from the discourse of the interviewed teachers are

shown, demonstrating that, according to them, the methodology based on Maturana and Va-

rela's theory of knowledge benefited the educational process in various ways. Primarily, because

it places the student at the center of the learning process. According to the natural science tea-

chers who participated in the implementation of the action plan, placing the student at the epi-

center of the educational process, in accordance with Maturana and Varela's Theory of

Knowledge, implies a transformative pedagogical approach. It was observed during the activities

that the students participated in the construction of their own knowledge, moving away from

traditional teacher-centered approaches.

They also expressed that these activities allowed them to appreciate the innate ability of students

to learn and adapt to their environment. This is because the teaching process was presented to

them as a dynamic and bidirectional experience, where the student not only absorbed infor-

mation but also interacted, questioned, and constructed meanings from their experiences. At

the same time, the activities worked with the self-regulation and autonomy of fifth-year students,

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which was decisive, as this allowed them to explore, experiment, and reflect on scientific con-

cepts actively.

Additionally, through the activities carried out, contextualized learning was evident, where the

content was linked to the students' reality and experiences. This connection with their immediate

environment and daily experiences facilitated a deeper and more meaningful understanding of

the topics addressed. Furthermore, interdisciplinary learning was promoted, allowing students

to explore natural sciences from various perspectives and disciplines, enriching their overall un-

derstanding.

On the other hand, the teachers stated that students had a different perception of natural scien-

ces since, by contrasting the traditional view of learning, where the teacher was seen as the

provider of knowledge and the students as passive recipients of said knowledge, students them-

selves guided the topics of study through their participation.

All this was because, through the execution of the planned activities, students were seen as

active participants in the construction of their knowledge. This indicates that the methodology

based on Maturana and Varela's theory of knowledge emphasizes the importance of experience,

as each student participated by interacting with the world around them, namely, with their own

reality, highlighting the importance of students having opportunities to experience the world

firsthand. This was done through practical activities, i.e., through experiments, projects, and field

visits.

Furthermore, according to natural science teachers, the experience gained fundamental impor-

tance in the context of teaching biology, chemistry, and physics from Maturana and Varela's

Theory of Knowledge. They began this statement by highlighting that the activities allowed for

a deep understanding that learning is not an isolated process from reality but an active cons-

truction nourished by the experiences lived by the student. Additionally, they emphasized that

the experience provided the meaningful context necessary for scientific concepts to gain rele-

vance and meaning. By integrating theory with practice, students not only memorized infor-

mation but also understood it through its application in real situations. This contributed to the

formation of a more ingrained and applicable knowledge in everyday life.

Moreover, the teachers expressed that the methodology based on Maturana and Varela's theory

of knowledge promotes collaboration, as students learn to work together. It was observed that

teamwork to solve problems and share ideas helped them provide solutions. Collaboration hel-

ped them develop critical thinking skills, problem-solving, and teamwork skills. Hence, the im-

portance of promoting collaboration so that the experiences and ideas of some benefit others.

Within this framework, they also stated that methodologies based on Maturana and Varela's

Theory of Knowledge foster curiosity and promote the integration of positive emotional expe-

riences, thus activating more effective cognitive processes. Additionally, they stimulated colla-

borative learning, in line with the social perspective of the theory, enriching the exchange of

Deinny José Puche Villalobos

ideas and perspectives, contributing to a more holistic and enduring understanding of natural

sciences. This methodology allowed observing that students need time to reflect on their lear-

ning and how it relates to their own experience. Reflection helps them better understand the

knowledge they are constructing.

Now, when evaluating students in each subject (biology, chemistry, and physics), several cate-

gories related to the study objectives were extracted, which were disaggregated into the parts

of each written and oral assessment:

Figure 2

Areas of improvement in the subjects of physics, chemistry, and biology

Note: Semantic network Atlas Ti. Own elaboration (2024)

Figure 2 shows the results of evaluations applied to 5th-year students during the implementation

of biology activities. In this regard, students demonstrated outstanding commitment to active

participation in discussions, as observed through oral exams, where they made efforts to be

dynamic elements in the exchange of ideas. They notably showed a disposition to ask reflective

questions, provide critical analysis, and foster enriching dialogue that benefited the entire group.

Regarding the practical application of biological concepts, this category stands out because stu-

dents immersed themselves in activities and experiments that tested their theoretical knowledge.

This experience allowed them not only to understand the concepts superficially but also to in-

tegrate them into concrete situations, thereby strengthening their understanding and practical

skills in the biological field.

In terms of understanding complex biological systems, the activities led students to unravel the

intricate connections between the various elements that make up these systems. It was observed

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that they dedicated time to studying these interrelationships in detail and analyzing how they

affect overall functioning. This meticulous approach allowed them to acquire a deeper and

more holistic perspective of complex biological systems.

Another underlying category in the field of biology was the exploration of understanding com-

plex biological systems, where students demonstrated a proactive attitude towards continuous

learning. Their efforts to constantly seek new sources, participate in related extracurricular ac-

tivities, and willingness to tackle advanced topics evidenced their commitment to expanding

their knowledge in the field of biology, as well as their readiness to explore the complexities this

field presents when linked to their daily lives.

When analyzing the evaluations in the area of chemistry, the following categories emerged:

problem-solving, where students were observed to put significant efforts into developing their

analytical and problem-solving skills. They also actively participated in practical exercises, sho-

wing that each activity represented a challenge for them to address complex problems and ef-

fectively apply the chemical principles learned to find precise and logical solutions.

Regarding the understanding of chemical reactions, which was another category extracted, it was

observed that students made efforts to go beyond superficial memorization. They worked on

understanding the intrinsic dynamics of reactions, identifying the factors that influence them, and

applying this knowledge to predict results and explain phenomena observed in the laboratory.

Additionally, the category of theory-application relationship emerged, where it was evident that

students sought to coherently integrate theoretical concepts with practical experiences in the

laboratory. This demonstrated that their objective was not only to understand the theories be-

hind chemical processes but also to effectively apply them in practical settings, thus strengt-

hening their comprehensive understanding of the subject matter or topics covered.

Another category extracted was the interconnection of concepts, where it was observed that

students worked to visualize how different chemical ideas and theories intertwine. At the same

time, it was evident that they explored the relationships between various concepts, recognizing

the importance of understanding how a chemical principle can influence others and how these

connections contribute to a deeper and more global understanding of the discipline (chemistry).

When analyzing the physics subject, progress was evident regarding problem-solving in physics,

with students showing greater effort and desire to develop their skills in addressing complex si-

tuations and deriving solutions using physical principles. As a demonstration of this, they actively

participated in solving practical problems, feeling challenged by exercises requiring an analytical

approach and the precise application of physical formulas and theories.

In this regard, the application of physical principles in real contexts was presented, where they

sought opportunities to bring theoretical concepts into the tangible world. To achieve this, they

engaged in each proposed activity and practical situations requiring the direct application of

Deinny José Puche Villalobos

physical principles in solving real-world problems, thereby strengthening their ability to link

theory with concrete applications.

Regarding the deep understanding of real physical concepts, it was observed that they dedicated

time to explore beyond the surface of basic theories. They expressed a focus on understanding

fundamental and often complex physical theories at a deeper level, recognizing the broader

implications and connections these theories have in the overall landscape of physics.

Finally, through active interaction with experiments, they sought to directly engage in the practical

application of physical concepts by carrying out each proposed activity in this area (physics). Thus,

it was observed that their active participation in experimental activities not only demonstrated

their effort in theoretical understanding but also improved their ability to relate experimental

results to the underlying physical principles, enriching their experience in the field of physics.

Discussion

When contrasting the study results with various theories, including those of Rodríguez & Torres

(2003), it becomes evident that placing the student at the center of the learning process is cru-

cial. This perspective reflects a paradigm shift towards more meaningful and autonomous lear-

ning, where students not only absorb data but also actively participate in exploring and

understanding concepts.

Additionally, according to Ball et al. (2014) and Hernández (2009), the active participation of

students in constructing their knowledge underscores the importance of involving them directly

in the educational process. By assuming active roles, students not only memorize information

but also develop critical skills in analyzing and applying knowledge, thereby enhancing their

ability to understand and recall concepts more effectively.

In this regard, Ruiz (2008) highlights that the direct interaction of each student with the surroun-

ding world in the learning process is fundamental for contextualizing information and giving it

relevance. Maturana & Maturana (2003) indicate that this approach allows students to apply

theories and concepts in practical situations, creating tangible connections between theory and

reality. Practical experience enriches learning by providing a deeper and more meaningful un-

derstanding of concepts, emphasizing the importance of learning through action.

According to Maturana & Dávila (2006), collaboration and teamwork among students are fun-

damentally important as they reflect the reality of the work and social environment. Learning

to work as a team not only develops social and communication skills but also broadens indivi-

dual perspectives by integrating diverse experiences and approaches. This collaboration is va-

luable not only in the academic sphere but also prepares students for future interactions in the

real world, as stated by Gorostiza (2021).

Bedoya (2023) emphasizes that activating more effective cognitive processes highlights the im-

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Educational methodologies based on Maturana and Varela's

theory of knowledge for teaching natural sciences

portance of stimulating students' critical and analytical thinking. By promoting problem-solving,

logical reasoning, and the practical application of knowledge, deeper and more lasting learning

is promoted. This cognitive activation not only improves information retention but also strengt-

hens students' ability to tackle complex challenges.

Thus, Jové (2022) argues that reflection on learning is fundamental to the teaching of natural

sciences, as it fosters metacognition and individual awareness of the learning process. According

to Maturana (2004), by encouraging students to reflect on how they approach and understand

concepts, a deeper understanding is promoted, along with the ability to apply more effective lear-

ning strategies. Therefore, reflection also facilitates the identification of areas for improvement

and the development of self-regulation skills, thus contributing to more autonomous and mea-

ningful learning.

Conclusions

The study concludes that, from the perspective of Maturana and Varela's Theory of Knowledge,

educational methodologies show fundamental improvements in teaching, which involves pro-

moting active experimentation. Educators can design activities that engage students in con-

ducting experiments and practical projects, allowing them to interact directly with concepts.

This approach not only enhances theoretical understanding but also empowers students by

enabling them to discover and explore physical phenomena themselves, thus fostering their

autonomy in the learning process.

Furthermore, in the field of chemistry, significant improvements can be achieved by focusing

on the practical application of chemical principles. That is, integrating methodologies that high-

light the application of chemical theories in solving real-world problems is relevant because, by

encouraging projects that require the practical application of these principles, the connection

between theory and application is strengthened, promoting a deeper and more meaningful

understanding of chemistry. This approach aligns teaching with Maturana and Varela's idea that

knowledge is actively constructed through action and experience.

Similarly, in the context of biology, there are significant improvements, as students can focus on

the interconnection of biological concepts. Educators can design activities that highlight the in-

terrelationships between various biological concepts and complex systems. Therefore, metho-

dologies aligned with Maturana and Varela's vision of active knowledge construction promote

a holistic and contextualized understanding of the natural sciences. This is because they en-

courage the exploration of the complex relationships between different biological, physical, and

chemical aspects, enabling students to develop a deeper and more interconnected understan-

ding of each discipline.

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