Unidad Didáctica del concepto de las Leyes de Mendel para el fortalecimiento de la argumentación

Abstract

This work sought to know to what extent the implementation of a Didactic Unit of the concept of Mendel's Laws contributes to the strengthening of argumentation in secondary school students, using the argumentative model of Toulmin (2007) for the structure of the argument, and the use of argumentative logical connectors according to Cuenca (1995). A qualitative study was carried out with a case study methodology of Stake (2010). It began with the application of a semi-structured questionnaire to identify the initial argumentative levels, then the UD was designed and applied the concept of Mendel's laws to strengthen the argumentation; and finally, the same initial questionnaire was applied to analyze the results of the UD implemented, with respect to the strengthening of the argumentation. The data collected were obtained from the semi-structured questionnaires, the activities of the UD, and the record of teacher observations; the analysis of the information was carried out with the mediation of the ATLAS.ti program, which showed an increase in the argumentative level and in the use of connectors; In addition, there was a conceptual evolution in the students.