La modelización del origen de la célula eucariota. Integración disciplinar y metacientífica en la formación del profesorado en Biología

Abstract

Science teaching based on the modeling of phenomena is an essential didactic perspective in contemporary science education, as it promotes theoretical thinking and bridges scientific and school activities. Furthermore, the integration of disciplinary and metascientific content in teacher training constitutes a key strategy for creating synergy that fosters a deeper and more critical understanding of models and scientific activity itself. From this theoretical perspective, and using a qualitative methodology, this thesis presents the results of the design, implementation, and evaluation of a teaching unit addressing the teaching of the origin of the eukaryotic cell, along with the development of key metascientific ideas related to the Nature of Science, focusing on the theoretical load of observations and the consensuses involved in the construction of scientific facts. The aim of this research is to characterize and interpret the development of modeling processes in the natural context of the courses 'Introduction to Biology' and 'Scientific Thought and Activity,' within the framework of initial biology teacher training at the university level In conclusion, it is demonstrated that the students were able to discuss and construct disciplinary models and more complex metascientific ideas, applying them to a newly contextualized scientific fact.