Approaches to teaching Biology: a look at the contents

Abstract

Within the framework of a multi-referential didactic design and contextualized to specific needs, making decisions about the contents requires putting into play specific knowledge of science teaching. After reviewing the use of the term approach in the literature of didactics of experimental sciences and teacher training, we recognized as established approaches STSE, interdisciplinarity and the history of science. However, when conceptualizing our position on the concept of approach, associated with the decisions that teachers make about contents, we carried out an epistemological and didactic analysis of Biology and of teaching proposals of this discipline. Based on that, we propose and describe eight approaches more to teach biological contents, which diversify the three previous ones: morpho-functional, taxonomic-classificatory, evolutionary, systemic and ecological, environmental education and education for sustainable development, cultural diversity, health education, and comprehensive sexual education.