Progresión de modelos escolares sobre la teoría de la evolución

Torromé Sanz, Diego (Universidad de Zaragoza) ; Cortés Gracia, Ángel Luis (Universidad de Zaragoza) ; Mazas Gil, Beatriz (Universidad de Zaragoza)

Resumen: The use of models and modelling are part of a type of scientific practices that are fundamental for the adequate construction of school scientific knowledge (Gilbert, 2004; Oliva, 2019). In the case of teaching and learning processes of topics such as the theory of evolution, the characteristics of living beings (or their fossil remains) or adaptive traits, the skills associated with the use and understanding of models allow us to describe, explain, or predict issues that are difficult to address without their help. Likewise, the analysis of the models expressed by the students and the level of complexity reached in them is
essential for an adequate evaluation of learning (Grünkorn et al., 2014). This work presents examples of the progression of school models related to the theory of evolution throughout a didactic intervention in the 4th year of Compulsary Secondary Education classrooms in which productions of students are collected. It starts from the initial models (M0) that students use to describe and explain facts or phenomena until reaching final models (MF) that are more complex and coherent with scientific references.

Idioma: Español

Año: 2024

Publicado en: Geotemas (Madrid) 20 (2024), 562
ISSN: 1576-5172

Originalmente disponible en: Texto completo de la revista

Tipo y forma: Congress (Published version)

Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)
Área (Departamento): Área Estratigrafía (Dpto. Ciencias de la Tierra)