Learning based on brain functioning, is a vision that addresses psychologists and educators concerned about education, which warns teachers to concentrate effort to provide answers to interdisciplinary problems of mediation. In this sense, the research aims to interpret the cognitive functions in the learning experience in the Science Faculty of the University of Zulia. The theoretical foundation is consolidated by research Feuerstein (1988), Gardner (1987) and Tebar (2013). Developed from the qualitative perspective in the tradition of grounded theory of Strauss and Corbin (2002), directed by and dialogic aspects of symbolic significance that provides qualitative data through an in-depth interview to five (5) biology students selected intentionally and randomly. The validation of the information is done through the process of linking the data categories and compare the results with the literature consulted, so that the results obtained allowed to interpret a theoretical framework or outline of the mental act in the process of learning natural sciences, where among the main findings was found meaning in motivation, relationship memory-learning and learning styles, being essential to help with mediation and systematization of new educational environments in the upper level.
