Elsa Meinardi

Educación para la Salud Sexual en la formación de profesores en Argentina

In this work, we made assessments about the status of teacher training in sex education in Argentina and we propose some research problems. At the same time, we present some preliminary data from high school students in two distinct age groups: teenagers 14 to 16 years of age and adults who resumed their studies after several years out of formal education. Our objective was to explore some conceptions of students, so they could serve to guide for the planning classes on Sexual Health.

Obstáculos para el aprendizaje del modelo de evolución por selección natural, en estudiantes de escuela secundaria de Argentina*

In this work we present the results of research which intended to identify the principal obsta- cles for the learning of the model of evolution by natural selection in students belonging to two courses in secondary school. The existence of obstacles is deduced from the identification and characterization of the explicative patterns and the conceptions that the students express when they explain cases of adaptive evolution. This is supported by the analysis coming from the history and epistemology of biology and from cognitive psychology. It identifies common-sense teleology, linear causal reasoning and individual based reasoning as three main obstacles and some of the instructional consequences of those results are discussed.Fil: Gonzalez Galli, Leonardo Marti. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Formacion e Investigacion en Ensenanza de la Ciencia; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina

La argumentación científica escolar: contribución a la comprensión de un modelo complejo de salud y enfermedad

This paper explores the existing relationship between the learning of school scientific argumentation and the acquisition of a complex model of health and diseases, more specifically to explain the emerging and re- emerging of diseasess. It is assumed that school scientific argumentation is a linguistic-cognitive procedure that gives rise to the production of a text that explains a topic in which four key domains can be recognised: pragmatics, rethoric, theory and logics. A historic-epistemological analysis of the concept of health was carried out and position was taken in favour of a complex model that we have defined as multicausal and multireferential. For both contents a didactic model unit has been designed, laying emphasis on the metacognitive and self-regulatory processes set into motion through the basis of orientation and instances of self-evaluation, co- evaluation and hetero-evaluation. The study is brought into line with a model of illocutionary explanation.

Obstacles for the learning of the model of evolution by natural selection in students of secondary school in Argentina

In this work we present the results of research which intended to identify the principal obsta- cles for the learning of the model of evolution by natural selection in students belonging to two courses in secondary school. The existence of obstacles is deduced from the identification and characterization of the explicative patterns and the conceptions that the students express when they explain cases of adaptive evolution. This is supported by the analysis coming from the history and epistemology of biology and from cognitive psychology. It identifies common-sense teleology, linear causal reasoning and individual based reasoning as three main obstacles and some of the instructional consequences of those results are discussed.Fil: Gonzalez Galli, Leonardo Marti. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Formacion e Investigacion en Ensenanza de la Ciencia; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina