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Here, is where he began to take relevance didactics, or in the words of Edith Litwin: particular mode that unfolds for favors processes of knowledge construction * 4, favoring learning; through selection criteria for content of the coarse disciplinary field, prevalent both the significance and the sense of learning, and the intentionality of education. TEACHING active and learning meaningful teaching involves an asymmetric initial situation, where a person possesses some skill and/or knowledge and another presents a lack in that area. From a commitment, under some sort of relationship and media type, a person passed on their knowledge to another. This generic concept, exposed by Passmore (1983), Fenstermacher (1989) and accepted by Daniel Feldman * 6 prevents clarify what kind of actions are appropriate so that learning occurs. Likewise, while the domain of knowledge by the teacher is considered a facilitator means, does not understand it is how indispensable so that the student, devoid of the same, to acquire it. It is not mere assimilation of flow of information stored. This process is not synonymous with knowledge or understanding.

David Perkins and Tina Blythe, in its guide for teachers * 7, describe understanding like the possibility, beyond knowledge, be able to perform a number of activities that require a thought on the covered subject; such as: explanation, generalisation, application, presentation of analogies or exemplification. As says Edith Lewin, in his reflections on teaching in the University (1996), learning involves a genuine understanding. Although these concepts underlie ideas from authors of beginning of century, as Claparede or Dewey, others in the 1970s, as Bruner; stands out most strongly in criticism to authors how Maslow are the intrinsic learning (acquisition of contents tax and unrelated to the person’s identity). In school learning and knowledge construction publication * 8, Cesar Coll, on the basis of these ideas and framed in constructivist theory, explicitly that the creation of meaning just It happens when it is able to establish substantive and not arbitrary relations between what is learned and what is already known.