La bioética como un pilar de la formación de profesores de biología

Propósito/Contexto. En este artículo se presenta una propuesta acerca de cómo incorporar (o robustecer) la educación bioética en la formación inicial de profesores de biología en el contexto colombiano. Metodología/Enfoque. Se inicia mostrando, a grandes rasgos, cuál es la situación de la enseñanza de la bioética en Colombia, en aras de situar el contexto en el que se inscribe la propuesta. Posteriormente, se define qué es la bioética, con base en los propósitos del artículo, para lo cual se acude al concepto de bioética global de Potter y se amplía, incorporando otras dimensiones, más allá de la bioética médica y la ambiental. Resultados/Hallazgos. La bioética global se complementa con algunos enfoques: esta perspectiva ha de ser práctica, laica, inter y transdisciplinar, y estar en estrecha relación con la educación. Se mencionan algunas situaciones de orden nacional, en Colombia, que implican debates bioéticos y que podrían desempeñar un rol preponderante en la formación de profesores de biología, situaciones que se sugiere abordar con base en unas estrategias de enseñanza particulares. Discusión/Conclusiones/Contribuciones. Se afianza la idea de por qué es necesario que los profesores tengan una educación bioética; se enumeran las limitaciones de la propuesta planteada y se enfatizan las perspectivas y los retos que de ella devienen.

Purpose/Context. This article presents a proposal on how to incorporate (or strengthen) bioethics education into the initial training of biology teachers in the Colombian context. Materials and methods/Approach. It begins with an overview of bioethics teaching in Colombia to define the context of the proposal. Subsequently, bioethics is defined based on the purposes of the article, for which Potter's concept of global bioethics is used and expanded, incorporating other dimensions beyond medical bioethics and environmental bioethics. Results/Findings. Some approaches complement global bioethics: This perspective must be practical, secular, inter- and transdisciplinary, and closely related to education. We mention some national situations that involve bioethical debates, which could play a preponderant role in the training of biology teachers. These situations should be addressed using particular teaching strategies. Discussion/Conclusions/Contributions. We reinforce the idea of why teachers must have a bioethical education, list the limitations of our proposal, and emphasize the perspectives and challenges arising from it.

Objetivo/contexto. Neste artigo se apresenta uma proposta sobre como incorporar (ou robustecer) a educação bioética na formação inicial de professores de biologia, no contexto colombiano. Metodologia/Abordagem. Começa-se mostrando, em traços gerais, qual é a situação do ensino da bioética na Colômbia, em vista de situar o contexto no qual se inscreve a proposta. Posteriormente se define o que é a bioética, com base nos propósitos do artigo, para o qual se recorre ao conceito de bioética global de Potter e se amplia, incorporando outras dimensões, além da bioética médica e da bioética ambiental. Resultados/Descobertas. A bioética global se complementa com alguns enfoques: esta perspectiva há de ser prática, laica, inter e transdisciplinar, e estar em estreita relação com a educação. Mencionam-se algumas situações de ordem nacional, na Colômbia, que implicam debates bioéticos e que poderiam desempenhar um papel preponderante na formação de professores de biologia, situações que se sugere abordar com base em estratégias de ensino particulares. Discussão/Conclusões/Contribuições. Reforça-se a ideia de porque é necessário que os professores tenham uma educação bioética; enumeram-se as limitações da proposta apresentada e enfatizam-se as perspectivas e os desafios que dela derivam.

Estaciones de aprendizaje para abordar concepciones de fisiología y morfología sobre el concepto de célula / Learning stations to analyze physiology and morphology perceptions of the cell concept

RESUMEN: El objetivo del presente estudio fue determinar la influencia de la implementación y aplicación de la metodología de enseñanza estaciones de aprendizaje, sobre un aprendizaje activo de la fisiología y morfología de la célula. Se trabajó con 90 estudiantes de enseñanza secundaria, distribuidos en un grupo control y otro experimental, los cuales recibieron clases tradicionales y la aplicación de la metodología estaciones de aprendizaje, respectivamente. Los datos fueron recolectados en base a test de concepciones y conocimientos, más encuesta de valoración. El análisis de los datos reveló que las estaciones de aprendizaje son una metodología de enseñanza efectiva en el aprendizaje de la célula, ya que permiten mejorar significativamente las concepciones previas de los estudiantes, los cuales valoran de manera positiva y significativa la metodología de la que fueron partícipes.

SUMMARY: The aim of this study was to determine the influence of the implementation and application of the learning stations teaching methodology on active learning of the physiology and morphology of the cell. We worked with 90 high school students, distributed in a control group and an experimental group, who received traditional classes and the application of the learning stations methodology, respectively. The data were collected based on a conception and knowledge test, plus an evaluation survey. The analysis of the data revealed that the learning stations are an effective teaching methodology in learning of the cell, since they allow to improve prior perceptions of the students, who significantly and positively value the methodology in which they participated.

Adherence to international anatomical terminology by a government-implemented high school biology science education curriculum / Uso de la terminología anatómica internacional en el currículo nacional de biología en enseñanza media

Chilean science education curriculum is standardized and issued by the Ministry of Education (MINEDUC). This study contributes to science education analyzing a government implemented high school biology curriculum and its adherence to the Federative International Programme for Anatomical Terminology (FIPAT). The purpose of this study was to assess the use of International anatomical terminology (IAT) in Chilean national biology education programs. The sample consisted of biology programs for 9th to 12th grades obtained from the MINEDUC website, in force since 2009. An analysis of terms used in MINEDUC high school programs (9th to 12th grade) was carried out. Terms were identified using Atlas.ti text analysis software. Subsequently, the identified terms were tabulated as follows: frequency, Latin term, Spanish translation, use of the term according to FIPAT and type of error. Our results showed that 11.43 % of the terminology used in the high school biology curriculum did not adhere to the IAT in FIPAT. 11th grade's biology education curriculum showed the highest use of FIPAT terminology and also the same grade showed the highest prevalence of misused terms. These results can serve as an important basic resource for the revision and standardization of terminology used in biomedical fields. Collaboration between anatomists, biologists and high school teachers is a requirement necessary to make changes in the curricula in order to improve the use of IAT in teacher training and in Biology and Natural sciences classes.