Description

The teaching of Natural Sciences that predominates today in many Colombian educational institutions is a response to a disciplinary character, which means that teachers teach the knowledge of Physics, Chemistry and Biology so parceled, causing students have difficulty understanding natural and social phenomena that require the contribution of these disciplines, in order to transcend a product knowledge in an integrated teaching. In this context, this review article aims to compile a series of background and theories that attempt to expose transdisciplinary teaching as an alternative that achieves new and better learning based on the development of thinking skills and action.