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.