CONVERGENCE BETWEEN ARTIFICIAL INTELLIGENCE AND THE DEVELOPMENTALIST PEDAGOGICAL MODEL ENABLING MEANINGFUL LEARNING IN NATURAL SCIENCES IN SECONDARY EDUCATION.
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the purpose of this article is to understand the effects of the convergence between the use of artificial intelligence and the developmental pedagogical model in the teaching of natural sciences, aiming to promote meaningful learning among high school students at Los Andes Educational Institution. Through a critical review of the literature, artificial intelligence is analyzed as a facilitating tool capable of personalizing the educational experience, adapting content to individual needs, and fostering the development of cognitive skills. The study is framed within constructivist theory and seeks to analyze the pedagogical, technological, and formative conditions that mediate the integration of artificial intelligence in the classroom. The results suggest that when artificial intelligence is integrated with a clear pedagogical intention and under the active mediation of the teacher, processes of autonomous learning, critical thinking, and meaningful knowledge construction are enhanced. Furthermore, the benefits, challenges, and limitations of this integration are discussed, highlighting the importance of teacher training and adequate technological infrastructure. The study proposes a conceptual framework that articulates artificial intelligence as a mediating tool within a developmental approach, where the teacher acts as a guide and the student as an active protagonist in their learning process, seeking an integral effect on scientific understanding and critical thinking. Therefore, it is concluded that the convergence between artificial intelligence and the developmental pedagogical model represents a powerful educational strategy to foster meaningful learning among secondary education students in natural sciences.
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