Technical Report · January 007 citations reads 320,648 author: Some of the authors of this publication are also working on these related projects

3.4.1 Choosing the contents 
It is necessary that contents taught must be selected and be related according to 
certain criteria, due to the fact that scientific knowledge is too broad and it continues to 
increase. There are two types of criteria: 

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a)
 
Psychological importance. 
Students undergo significant learning that allows them to 
start processing the knowledge, proceedings and aptitudes in a coherent way. Students 
must connect the previous with current knowledge in order to be able to understand it and 
to come up with new inclusive ideas
 
in its cognitive structure. If such is not the case, for 
the short term the student will learn information by heart in order to pass a memory 
exam, and then, the student will forget what has been memorized. At the same time, it 
must be borne in mind, which is called contents functionality. That means that what is 
going to be learnt by students must be connected with their interests and necessities and 
must be useful in order to understand real situations and solve problems that are to be 
faced on a daily basis.
 
b)
 
Logic importance. 
Refers to the logic structure of the subject. It intends to differentiate 
between the essential contents and the less important ones. The content that is going to be 
presented to the student must be organized in order to enable a process of knowledge 
building. At the same time, it must have an organized inner structure that enables 
students to create a process of meaning building. The contents shown by the teacher must 
present a logical and organized sequence. Therefore, not only are the contents important, 
but also their presentation. It is also important to incorporate those fields of knowledge 
that overcome the traditional ones that are built upon different disciplines such as science. 
This is what is called transversal contents, which are currently granted by the Organic 
Law of Education in the form of the subject Citizenship and Human Rights Education.