La adaptación biológica como estrategia para la enseñanza de una ciencia que se transforma y es tranformadora, en la Institución Eucativa Rural Salamina, del municipio de Curillo, Caquetá.

Abstract

Rural schools and colleges have been built and maintained by the efforts of communities in the midst of conflict, state abandonment and indifference. It is necessary to focus on strategies that improve the teaching-learning experiences of rural students, especially on issues of scientific literacy so that they can use this knowledge in making decisions about problems in their environment. However, as a result of the different problems that can be seen in rural schools, science teaching is presented with a marked urban bias, oriented towards the traditional teaching of repetition and memorization of concepts. The nature of science, for its part, improves the learning of scientific knowledge; within this are aspects such as tentativeness and the socio-cultural roots of science. In this sense, the present work seeks for the students of the Salamina Rural Institution to understand the provisional and transformative nature of science through a strategy based on the historical development of the concept of biological adaptation. Among the results is the improvement in the understanding of the aforementioned aspects towards a more informed position, in addition to the understanding of other aspects of the nature of science that were not part of the main objectives, different teaching strategies are also established. . that can be useful for teaching science in rural contexts, such as field trips, art, and the inclusion of the history of science. Finally, a reflection is made regarding the need to act in favor of rural education that seeks to repair the damage that conflict and abandonment have created for years.