Hacia un modelo integrador para el aprendizaje de las ciencias

The changes in the conceptual field have earned an outstanding attention in educational research. The methodological and axiological fields have been retrieved in successive stages where the process has become more complex, even creating highly hierarchical models favouring one or another of these areas. In this work we outline, besides the ones already mentioned, the importance of the ontological, epistemological and social aspects. The results herein presented constitute empirical evidence favouring a learning model integrating both conceptual and non-conceptual aspects of sciences. They also provide background allowing to delve deeper and be more precise in such a model