APRENDIZAJE SIGNIFICATIVO CRÍTICO Y LA ENSEÑANZA DE LA RELATIVIDAD GENERAL: UNA REVISIÓN SISTEMÁTICA.

The critical meaningful learning of general relativity by students is a necessity today due to new discoveries in the area of astrophysics and its social and technological impact. This work aims to analyze the incorporation of the principles of the theory of critical meaningful learning in basic and secondary education and evaluate its possibilities for teaching general relativity. Thus, the PRISMA protocol is applied in a systematic review of scientific articles between 2012 and 2023, provided by databases such as Web of Science, Scopus, Dialnet, and Google Scholar. Research articles in Spanish, English, and Portuguese were chosen that reported on intervention proposals that addressed principles of critical meaningful learning for the training of basic and secondary education students. Twenty-three studies were analyzed in which all or part of the principles of critical meaningful learning is taken into account in the learning of concepts of natural sciences and mathematics was considered. The analysis led us to conclude that there is an interest in addressing the principles of prior knowledge, social interaction and questioning, and the non-use of the blackboard at these educational levels. In relation to learning general relativity, its historical context and conceptual revolution allow us to address principles such as unlearning and the uncertainty of knowledge. [ABSTRACT FROM AUTHOR]