Identificación de tendencias en investigaciones en genética en la escuela secundaria: Revisión bibliográfica 2013-2021

Abstract

This article with a qualitative methodological approach of an interpretive type, aims to identify the trends with which genetics has been treated in secondary school, through a bibliographic review where 39 articles were analyzed; selected from two recognized academic sources (Google Scholar and Scopus) and corresponding to the period of time between 2013 and 2021. The results obtained allowed us to determine that the treatment of biological inheritance in high school has been influenced by: the disclosure made by the media; the centralization in the teaching processes from classical and molecular genetics (inciding on a genetic determinism); the design of technological, experimental and modeling resources to facilitate their learning; the implications anticipated by the richness of the genetic language; the conceptions that students present around genetics and the linking of socio-scientific issues (SSI) as an alternative in the educational process around it. Likewise, the absence of epigenetic elements as an alternative component of the theme was evidenced. Concluding, the bibliographic review points out how unusual it is to approach other complementary conceptualizations in the study of genetics in this school context; the absence of reflections on epigenetics, for example, rules out explanations that involve environmental factors (nutrition, lifestyles and traumatic events) in the incidence in the genome of living beings and rethinks the validity of the so-called genetic hermetism.