| dc.description.abstract | The teaching of Toxicology in general, and Environmental Toxicology in particular, seems
to be reserved for higher educational levels. Nevertheless, there are more studies that
support an education in context and applied to everyday situations of the learner. However,
the teaching of contents on cell divisions in high school are reiterated and extremely
theoretical and abstract, far from being put into practice in order to solve problems.
Our team has been working for some time on detecting problems in the teaching of cell
division in teacher training and in high school students. During this time, we have
developed didactic proposals that require the mobilisation of contents on cell division for
the resolution of practical cases related to cancer treatments or reproductive problems
arising from environmental pollution.
In this paper, we present some examples of activities in which cell divisions are
contextualised in topics related to genotoxicology and environmental mutagenesis. All of
them encourage the use of evidence and arguments based on realistic images and tables
and graphs.
In general, the activities present a problem image and a thought-provoking question. From
it, they mobilise their previous knowledge, their mental models, which are captured and
shared. Group work leads to discussions to build a common explanatory model
(formulation of hypotheses). Moreover, we also sometimes provide them with graphs and
tables to assess how they extract information, compare it and use it to formulate arguments
and complement the hypothesis. With all this, we can analyse what scientific-mathematical
knowledge and skills (mainly research) they bring into play when solving problems
associated with images, graphs and tables, and detect the most frequent limitations they
show when interpreting data of scientific-mathematical origin.
Overall, this action is a didactic resource of interest that brings Toxicology closer to the
classroom for different educational levels, from secondary school to university, and
promotes an integrated strategy of scientific training in the field of human and
environmental health and mathematics within the framework of STEAM. | es |
