La evaluación de cambios didácticos a nivel conceptual y metodológico en docentes en formación inicial de Biología y Química: el caso de la enseñanza de hábitos alimenticios saludables en educación básica y media desde una perspectiva Bioquímica

Abstract

In Colombia, non-communicable diseases (NCDs), especially childhood obesity, have increased in recent years, which can lead to the emergence of various complications. Thus, the need for educational intervention based on adequate nutritional training has been highlighted. This research seeks to evaluate didactic changes at the conceptual and methodological levels in initial training teachers (DFI) of Biology and Chemistry, emphasizing the study of healthy eating habits through a biochemical perspective. The research is developed through three essential phases; the first and third phases are contrasted with initial and final questionnaires, observation grids, Likert-type questionnaires, and semi-structured interviews. The intermediate phase is where the training strategy is developed, which aims to promote didactic changes. It is based on a diagnosis that reveals views close to traditional trends, with a rigid and algorithmic emphasis both conceptually and methodologically, which hinders teaching and learning in the classroom. Following the implementation of the training strategy, significant changes in epistemological conceptions emerged, shifting from traditionalist perspectives to contemporary philosophical concepts that recognize history, interdisciplinarity, subjectivity, and nonlinearity as key components of science teaching and learning and scientific activity, contributing from a social perspective and emphasizing classroom contextualization. Regarding the methodological component, it initially reflects pedagogical practices focused on the transmission of scientific content that values ​​replicability and summative assessment. Following the training strategy, there was a transition to a contextualized, constructivist approach grounded in science didactics and with a predisposition toward formative assessment. In conclusion, this proposal goes beyond classroom work; It consists of a strategy to strengthen the initial training of science teachers, by promoting a contemporary vision of the teaching-learning processes and a pedagogical practice aware of its social function, aligning itself with current Colombian regulations that seek pedagogical strategies that promote adequate nutrition and good eating practices based on a knowledge of the natural sciences, thus highlighting the relevance of integrating the teaching of science, biochemistry and school realities, thus contributing to public health, scientific literacy and the training of critical citizens.