Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

During the autumn and spring season, in the natural forests or pine plantations of the Andean-Patagonian region, the practice of collecting wild edible mushrooms is common. Mushrooms are considered one of the most characteristic non-timber products of the region and, in addition to their recognized ecosystem role, they have a nutritional and medicinal value that has increased their consumption and harvest in recent years. The objective of this text is to provide a series of recommendations that contribute to the sustainable harvesting of wild edible mushrooms, in order to avoid indiscriminate use of the common goods of nature.

In this paper I will reflect on the relationships between philosophy and the didactics of science, focusing in particular on Thomas Kuhn’s ideas. These are quite complex, since didactic and public communication of science concerns are at the heart of the objectives of philosophy of science at the beginning of the twentieth century as well as of the context of writing of The Structure of Scientific Revolutions. On the other hand, Kuhn's approach was influential on the didactics of science. The discussion of such relationships will allow me to point out the tension, about which Kuhn has extensively discussed, between specialization and miscommunication between different scientific communities. For Kuhn, dogmatism is an essential part of scientific progress. I will try to show that this idea is part of Kuhnian ideology rather than a corollary of his approach. Finally, I will try to show different ways in which Kuhnian ideas can be (and have been) relevant to the didactics of science.

This text is a review of a book for children on biological evolution by philosopher Santiago Ginnobili entitled "One Big Family". The book in question is based on the figure of the English naturalist Charles Darwin to introduce the idea of evolutionary change and, more specifically, the idea of common ancestry. In relation to the content, some virtues of the text under review stand out, among them the recourse to known phenomena and analogical reasoning, which facilitate the understanding of a scientific idea central to Darwin's work and to current biology that is contrary to common sense. In relation to the style, the clear and attractive character of the text is emphasized, as well as the quality of the illustrations. It is concluded that the book is a good introduction to evolutionary thought for young children, and that its reading could facilitate the later construction of scientific models of evolutionary biology in school.   Translated with www.DeepL.com/Translator (free version)

Currently, gardens in primary and secondary schools are a scenario for learning through direct contact and active experience of students with the environment. The aim of this paper is to socialize a university extension experience and systematize the analysis of two didactic strategies that have the Agroecological School Garden (ASG) as the territory of an institutional educational project in an elementary school located in a rural area of the Province of Córdoba, Argentina. The results show that the ASG  is a strategy that favors student motivation and collaborative work and that, within the framework of inter-institutional linkages, it is possible to address and strengthen practices that promote science education and contribute to the sustainability of the ASG.

The purpose of this thesis was to investigate, through an exploratory-descriptive study, how the National Law of Integral Sexual Education No. 26,150 (ISE) is implemented in the basic cycle of the Eldorado Agrotechnical School, belonging to the National University of Misiones. It was studied in which curricular spaces the subject is approached, and from what perspective it is developed, in order to then compare the objectives, set forth by the ISE Law with the educational practices carried out by the teachers in the institution. The research becomes more complex when including the inquiry about participation and the difficulties that teachers present when implementing ISE in their curricular spaces. To achieve the objectives, various combined methodological, qualitative and quantitative strategies were used to obtain data, such as analysis of didactic plans, teacher surveys and interviews with authorities, using methodological triangulation in order to contrast and validate the results. Their analysis shows the institutionalization and curricularization of ISE in this cycle of the school studied, with the implementation of various educational activities in which good ISE pedagogical practices are denoted. It is considered that the results obtained are highly positive in relation to the implementation of the ISE and allows, in turn, to guide some proposals for improvement.

It is a collective work, carried out by professionals from different fields of experimental sciences and different educational levels. Developed under a research project, funded by the Ministry of Science, Innovation and Universities of the Government of Spain, this work, through its 24 chapters, allows to obtain a broad and innovative view on the scientific practices of inquiry, argumentation and modeling, as well as its transfer to practice from the contextualization of the problems in everyday life. Therefore, it becomes a very useful work for both the teaching practice of any educational level, as well as for students who attend teaching programs.

We present the review of the Meeting of Students from Biology Teacher Training developed within the framework of the XIV National Conference and IX International Congress on Biology Teaching. The Meeting is an initiative of the Association of Biology Teachers of Argentina to bring students closer to the Association and promote a space for reflection and development of teaching professionalism. In this meeting, the topics Comprehensive Sex Education, Health Education and Information and Communication Technologies were addressed. Students presented their perspectives, identified disagreements and common problems, and proposed resources to address them.

In this article, we bring to discussion critical reflection as a training category in a context of continuing education for Science and Biology teachers. To this end, we used the oral narratives, in the form of monads, of a group of teachers from the basic teaching network in the area of Natural Sciences and their Technologies. From the thematic content analysis, we present and discuss two approaches that stood out in the teachers' narratives: dilemmas in the training of teachers in Science and Biology and potentialities of continuing education processes. We deepened teachers' understanding of Research-Training-Action in Science as a space and time for self-training and transformation of teaching actions, with critical reflection as a condition for the constitution and professional development of teachers.

We present the key concepts exposed in the central Conference "Cesar Milstein" of the XIV Conference and IX International Congress on Biology Teaching " “Interdisciplinarity in Biology Teaching. Current curricular proposals and trends”. We reflect on the importance of the language of Chemistry and Biology in compulsory secondary school, so that it shows students what the world is like and how to intervene in it. The history of both disciplines is recovered, in order to, then, analyze the study programs from the didactic point of view. The work/paper ends with the example of metabolism and energy as school content that can be taught from Chemistry and Biology, in an essential dialogue between both disciplines to generate the appropriate language for school science.

On May 14, 2021, the Senate of Argentina approved the Law for the implementation of Integral Environmental Education in the Argentine Republic No. 27621-LEAI.