A cross-curricular content model for teaching experimental science: Vertebrate terrestrialization
Transversality is a relatively new topic in education which, due to its globalizing approach to facts and phenomena, has the historical possibility of confronting the compartmentalized conception of knowledge that has characterized teaching. Although cross-cutting themes offer a new way of selecting...
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40244 |
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I10-R313-article-402442023-02-16T00:22:29Z A cross-curricular content model for teaching experimental science: Vertebrate terrestrialization Un modelo de contenido transversal para la enseñanza de las ciencias experimentales: La terrestrealización de los vertebrados Steinmann, Andrea Cañas, Fernando Evolution Evolución Transversality is a relatively new topic in education which, due to its globalizing approach to facts and phenomena, has the historical possibility of confronting the compartmentalized conception of knowledge that has characterized teaching. Although cross-cutting themes offer a new way of selecting and prioritizing contents and delimiting educational problems, and the possibility of breaking down the traditional boundaries between disciplines, their presence in the classroom is episodic and restricted. Because of this, we believe that it is very important to advance in the systematization of this innovative educational experience in the teaching of experimental sciences. Our model responds to a teaching process that allows, through the transversality of the contents involved in the terrestrialization of vertebrates, students to gradually reach higher and integrated levels of knowledge related to experimental sciences, within the framework of the particular domains of biology, animal anatomy and physiology, ecology, geology, evolution, paleontology, physics, etc. Thus, the construction of knowledge would not be a linear process, with a fixed sequence in the treatment of concepts, but a process of continuous reorganization in which, without neglecting the deepening of each concept, increasingly broader and more complex networks of knowledge are built. La transversalidad es una temática relativamente nueva en educación que, por su planteo globalizador de los hechos y fenómenos, tiene en su poder la posibilidad histórica de hacer frente a la concepción compartimentalizada del saber que ha caracterizado a la enseñanza. Pese a que los temas transversales ofrecen una nueva manera de seleccionar y jerarquizar contenidos delimitar problemáticas educativas, y la posibilidad de romper con las fronteras que existen tradicionalmente entre disciplinas, su presencia en las aulas es episódica y restringida. Debido a esto, creemos que es muy importante avanzar en la sistematización de esta experiencia educativa innovadora en la enseñanza de las ciencias experimentales. Nuestro modelo responde a un proceso de enseñanza que permite, a través de la transversalidad de los contenidos implica dos en la terrestrealización de los vertebrados, que los alumnos alcancen gradualmente niveles superiores e integrados de conocimiento relacionados a las ciencias experimentales, en el marco de los dominios particulares de la biología, anatomía y fisiología animal, ecología, geología, evolución, paleontología, física, etc. Así, la construcción de conocimientos no sería un proceso lineal, con una secuencia fija en el tratamiento de los conceptos, sino un proceso de reorganización continua en el que, sin descuidar la profundización en cada concepto, se construyan redes de conocimientos cada vez más amplias y complejas. Asociación de Docentes de Ciencias Biológicas de la Argentina 2023-02-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40244 10.59524/2344-9225.v4.n2.40244 Journal of Biology Education; Vol. 4 No. 2 (2001): Revista de Educación en Biología; 27-32 Revista de Educación en Biología; Vol. 4 Núm. 2 (2001): Revista de Educación en Biología; 27-32 2344-9225 0329-5192 10.59524/2344.9225.v4.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40244/40505 https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-313 |
| container_title_str |
Revista de Educación en Biología |
| language |
Español |
| format |
Artículo revista |
| topic |
Evolution Evolución |
| spellingShingle |
Evolution Evolución Steinmann, Andrea Cañas, Fernando A cross-curricular content model for teaching experimental science: Vertebrate terrestrialization |
| topic_facet |
Evolution Evolución |
| author |
Steinmann, Andrea Cañas, Fernando |
| author_facet |
Steinmann, Andrea Cañas, Fernando |
| author_sort |
Steinmann, Andrea |
| title |
A cross-curricular content model for teaching experimental science: Vertebrate terrestrialization |
| title_short |
A cross-curricular content model for teaching experimental science: Vertebrate terrestrialization |
| title_full |
A cross-curricular content model for teaching experimental science: Vertebrate terrestrialization |
| title_fullStr |
A cross-curricular content model for teaching experimental science: Vertebrate terrestrialization |
| title_full_unstemmed |
A cross-curricular content model for teaching experimental science: Vertebrate terrestrialization |
| title_sort |
cross-curricular content model for teaching experimental science: vertebrate terrestrialization |
| description |
Transversality is a relatively new topic in education which, due to its globalizing approach to facts and phenomena, has the historical possibility of confronting the compartmentalized conception of knowledge that has characterized teaching. Although cross-cutting themes offer a new way of selecting and prioritizing contents and delimiting educational problems, and the possibility of breaking down the traditional boundaries between disciplines, their presence in the classroom is episodic and restricted. Because of this, we believe that it is very important to advance in the systematization of this innovative educational experience in the teaching of experimental sciences. Our model responds to a teaching process that allows, through the transversality of the contents involved in the terrestrialization of vertebrates, students to gradually reach higher and integrated levels of knowledge related to experimental sciences, within the framework of the particular domains of biology, animal anatomy and physiology, ecology, geology, evolution, paleontology, physics, etc. Thus, the construction of knowledge would not be a linear process, with a fixed sequence in the treatment of concepts, but a process of continuous reorganization in which, without neglecting the deepening of each concept, increasingly broader and more complex networks of knowledge are built. |
| publisher |
Asociación de Docentes de Ciencias Biológicas de la Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40244 |
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2024-09-03T20:32:21Z |
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2024-09-03T20:32:21Z |
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