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This thesis seeks to generate a theoretical framework based on Lewin, Vergnaud and Schütz for the mediation of science learning in Venezuelan high school. An ethnographic study was carried out with participant observation and interviews to science and mathematics teachers. Lack of motivation was identified due to factors such as resources, culture, social context and teaching discourse, which encourages passivity and memorization. It is proposed to rethink teaching through eco-laboratories and strategies that integrate culture, philosophy and mathematics, promoting the creation of conceptual schemes, social representations and learning through social interaction.

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