TEACHING-LEARNING STRATEGY BASED ON CASE ANALYSIS FOR ``REPLICATION, TRANSCRIPTION AND TRANSLATION OF DNA'' (HIGH SCHOOL STUDENTS)
Por:
Contreras Landeros, S. Y., Perez Mariscal, F., Leon Rangel, L., Castaneda Sortibran, A. N.
Publicada:
1 ene 2017
Resumen:
Genetic concepts around DNA replication, transcription and translation
are widely mentioned through the media and in everyday language,
however, high school students consider them abstract, complex and
difficult to understand why they try to formulate explanations based on
information that they have acquired outside of school. In this sense,
their participation in the scientific field is very limited to zero,
largely due to the traditional teaching model which does not allow
students move beyond declarative knowledge without comprehension.
The present work is based on the approach of situated teaching, whose
purpose is to change the dynamics prevailing in classrooms and achieve a
true education for life. For this, the teaching-learning strategy was
used based on the case study which was designed with the aim of
promoting both the learning of the afore mentioned subjects, as well as
of procedural and attitudinal contents that together give the student
knowledge that you can transfer and use in your daily life.
Our results shown:
a) the cases of study proposed generated interest, dilemmas and
controversies, which favored individual work, in team and group;
b) the multiple choice test shows that the students achieved to be
appropriate in a statistically significant way of the genetic concepts
studied;
c) the open-ended questionnaire gives evidence that the strategy
promotes incorporation of the fundamental concepts of the subject, so
that the students achieve formulate high-level responses to complex
issues;
d) students were able to explain the processes of DNA replication,
transcription and translation through the elaboration and collaborative
work, also highlighted the importance of processes and understood that
DNA has the ability to replicate its information and translate it to
translate into protein; and
e) the analysis and discussion of cases allowed the application of
genetic concepts for the understanding of problem situations and favored
the establishment of arguments and conclusions based on knowledge
decision-making in the face of a problem, developing critical thinking,
the expression of emotions and values. In conclusion, the
teaching-learning based on the case study is a viable didactic tool
which promotes meaningful learning of the conceptual, procedural and
attitudinal significant learning.
Filiaciones:
Contreras Landeros, S. Y.:
Univ Nacl Autonoma Mexico, Escuela Nacl Preparatoria 4, Mexico City, DF, Mexico
Perez Mariscal, F.:
Univ Nacl Autonoma Mexico, Escuela Nacl Preparatoria 3, Mexico City, DF, Mexico
Leon Rangel, L.:
Univ Nacl Autonoma Mexico, Fac Ciencias, Mexico City, DF, Mexico
Castaneda Sortibran, A. N.:
Univ Nacl Autonoma Mexico, Fac Ciencias, Mexico City, DF, Mexico
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