Cell division is the conceptual basis to understand processes such as tissue growth or regeneration, as well as inherited diseases, reproductive problems or cancer, which are of great interest to the population nowadays. A correct scientific literacy in this sense needs a teaching-learning process that considers the purposes of scientifictechnological development and its consequences in society and the environment. It analyses several publications about cell division between 2000-2017. And it examines how Secondary Education teachers make use of these investigations in their daily practice. To do so, a documentary research was carried out in 14 Didactic of Experimental Sciences journals and a questionnaire with 9 questions was designed, getting 117 answers. The results show that teachers do not usually read scientific journals publications, and that, if needed, the most interesting topics are those that propose classroom activities and educational resources which are not the publications of greater impact. It is shown a weak transfer from educational research in Didactic of Experimental Sciences to teaching practice in Biology classrooms of Secondary Education. Possible causes and implications of such a significant problem in Education are discussed in the article.
Actualmente, nos enfrentamos a serios problemas ambientales, como la escasez de recursos o el cambio climático, que se agravarán con el tiempo. Para valorar si las propuestas didácticas existentes contribuyen a transformar ecosocialmente al estudiantado, se han catalogado las actividades sobre Educación Ambiental ofertadas en la Comunidad de Madrid por el Ministerio para la Transición Ecológica y el Reto Demográfico de España (período 2018-2021), considerando: el nivel educativo de destino, qué enseñan, para qué lo enseñan, cuál será su alcance y si son democráticas. Los resultados evidencian una desatención de las etapas educativas tempranas y un predominio de lecciones/exposiciones magistrales sobre contenidos conceptuales (biodiversidad, reciclaje), obviando cuestiones relevantes, como los problemas de salud ambiental de origen antrópico y el desarrollo del pensamiento crítico. Las actividades son difícilmente replicables y presentan requisitos segregadores, características que son incoherentes con la Educación para la Justicia Ambiental. Por tanto, desde la investigación educativa, se deberían atender estas deficiencias, diseñando propuestas que doten a formadores y aprendices de una visión holística de la complejidad de los problemas ambientales.
This chapter provides biology teachers with a cell division-based teaching sequence to develop the literacy skills of 10th grade students using the storytelling potential. The objectives are 1) to analyze the design process of this sequence and 2) to examine how it is implemented in two classrooms in terms of a communicative approach. The sequence design is informed by the didactical transposition approach. The authors analyze the transformation of reference knowledge, firstly, into a teaching sequence of four activities organized around authentic issues, such as cancer treatment or reproductive problems, and then, into taught knowledge. The results show that the use of storytelling in design could enhance students' scientific literacy, scientific discourse, and problem-solving competence, as it allows for their greater participation (80-90% of utterances). Interactive approaches (8/10 episodes) predominate in experts-learners discussions, improving students' view of science as a process and not as a closed set of notions.
Schooling should equip citizens with the scientific knowledge necessary to make informed decisions about health problems arising from the current environmental crisis. Given the scarcity of educational proposals that integrate evidence-based argumentation, One Health education and complexity-based solution proposals, this study aims to introduce a scenario linking the use of pesticides in agriculture to infertility, and to analyse the extent to which it promotes students to apply these three approaches. The activity requires 10th graders to rank 6 cities from most to least polluted, using evidence on the reproductive problems of different organisms in the ecosystem (humans, harlequin flies). Moreover, students have to propose solutions to avoid the toxic risk caused by pesticides. Group discussions are analysed to determine learners’ performance in using evidence and formulating causal explanations to justify their rankings, as well as in proposing reasoned solutions, considering different perspectives. The results show that most groups rank cities as expected. Although they do not use all available evidence, the design of the activity encourages students to establish frequent causal relationships between human, animal, and environmental health data (argumentation integrating the One Health approach). Moreover, most solutions are palliative rather than preventive, respond to an anthropocentric interest, and their consequences are rarely assessed. In doing so, students only foresee their environmental or economic impact, but not their ethical or political consequences. Educational implications are discussed.
La alfabetización científica en relación con los contenidos del trinomio nutrición-ejercicio-salud es fundamental para tomar algunas decisiones en la vida cotidiana. Por ello, en este trabajo se describe una propuesta didáctica basada en la evaluación continua que cubra dificultades de aprendizaje relacionadas con la presencia de ideas alternativas en el alumnado sobre dichos contenidos. Considerando la importancia que las experiencias de indagación guiada, la modelización y el uso argumentado de las TIC tienen en la enseñanza y aprendizaje de las ciencias, se diseñan unas actividades que persiguen el cambio conceptual del alumnado y su formación integral, fomentando el desarrollo de un pensamiento científico crítico frente a la sociedad de consumo actual.The scientific literacy related to nutrition, exercise and health plays a crucial role in making everyday decisions. Therefore, this paper describes an educational proposal based on continuous evaluation to fill the gaps related to the presence of alternative ideas in students about those contents. The guided-research experiences, modelling and the justified use of ICTs are important in the teaching and learning of sciences. Given its importance, some activities have been designed to get the conceptual change of students and their integral formation. This promotes the development of a critical scientific thinking in the current consumer society.
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