Abstract :
Putting a conceptual model into value within the dimension of the scientific education reflects at a social level the idea of a methodological rigueur meant to support the pragmatism of the conceptual applications. Therefore, the development of the scientific competences generates explicative dimensions which relate to a whole process of reorganizing and restructuring. Furthermore, the conceptual intension of such an approach emphasizes a new theoretical architectonics within which the scientific community assumes the promoted attitudes and strategies. Consequently, the scientific and technological area of the environment involves a reevaluation at a practical level from the perspective of psychology and epistemology corroborated with a new way of understanding the idea of human consciousness.
