Relationship between Argumentative Processes and Explanatory Models of the Transmission of Hereditary Characters within the Framework of Mendelian Exceptions
The purpose of the research was to understand the incidence of argumentative processes in the explanatory models of a concept of major complexity for High School students, such as the transmission of hereditary characters in the post-Mendelian framework. A comprehensive qualitative study was conduct...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/30602 |
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| Sumario: | The purpose of the research was to understand the incidence of argumentative processes in the explanatory models of a concept of major complexity for High School students, such as the transmission of hereditary characters in the post-Mendelian framework. A comprehensive qualitative study was conducted with a case study perspective. It included the identification and recognition of changes in the argumentative levels and explanatory models after a didactic intervention aimed at strengthening the argumentative processes. The results show a mobilization towards post-Mendelian explanatory models, as well as argumentative levels, indicating the incidence of argumentative processes in the learning of the concept mediated from the construction of arguments in the classroom. |
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