Aportes del enfoque problémico en la enseñanza de la fisiología animal y la conceptualización científica

Abstract

This qualitative case study has explored the influence of the problem teaching approach and the fusion of theory and practice in physiology teaching on the students’ conceptual change (CC) refered to the animal thermoregulation phenomenon. A sample of 8 students of the program of Animal Science at the National University of Colombia (Medellin) was used. They followed a sequence of three Tests of Formulation Level (TFL), the first one (TFL 1) was done at the beginning of the course, the TFL 2 after the theory and the TFL 3 after the practice. A scientific problem concerning animal thermoregulation was presented from the beginning to be studied through the course. To analyze the information registered in the TLF, qualitative categories and subcategories were established, codification of data was done using the QDA Miner program. Results: teaching animal physiology based on the problem approach facilitated the integration of theory and practice, enhanced the scientific conceptualization of the students and gave them more elements to solve problems.