Una propuesta didáctica para la enseñanza de la genética en la Educación Secundaria

Teaching of genetics is one of the issues of biology didactically more contentious because, between other causes, the traditional model of education applied to the mechanisms of heredity transmission makes it difficult a real learning. In this study, we present the characteristics of a didactic approach based on the principles of constructivism and the results obtained when implemented it in the classroom, compared to the results obtained when traditional model was applied. All in all, we aim to determine which model allows students to achieve more and better knowledge of the structure of genetic material and the processes of transmission of hereditary information; our results suggest a greater effectiveness of the innovative model.La enseñanza de genética es uno de los temas de la biología que resulta didácticamente más conflictivo, entre otras cosas porque el modelo tradicional de enseñanza aplicado a los mecanismos de transmisión de la herencia biológica dificulta un verdadero aprendizaje. En este trabajo presentamos las características de una propuesta didáctica fundamentada en los principios del constructivismo y los resultados que se obtuvieron al implementarla en el aula, en comparación con los obtenidos al aplicar el modelo tradicional. En definitiva, pretendemos determinar qué modelo permite al alumnado alcanzar un mayor y mejor conocimiento de la estructura del material genético y de los procesos de transmisión de la información hereditaria; los resultados obtenidos apuntan a una mayor eficacia del modelo innovador.Palabras clave: enseñanza, genética, Educación Secundaria, modelos de enseñanza.A methodological approach to the teaching of geneticsTeaching of genetics is one of the issues of biology didactically more contentious because, between other causes, the traditional model of education applied to the mechanisms of heredity transmission makes it difficult a real learning. In this study, we present the characteristics of a didactic approach based on the principles of constructivism and the results obtained when implemented it in the classroom, compared to the results obtained when traditional model was applied. All in all, we aim to determine which model allows students to achieve more and better knowledge of the structure of genetic material and the processes of transmission of hereditary information; our results suggest a greater effectiveness of the innovative model.Keywords: teaching; genetics; Secondary Education; teaching models