PROMOVER MODELOS EXPLICATIVOS SOBRE LAS INTERACCIONES QUÍMICAS DEL FELODIPINOCITOCROMO P450: UNA PROPUESTA DIDÁCTICA BASADA EN LA MODELIZACIÓN

PROMOTING EXPLANATORY MODELS ON FELODIPINE-CYTOCHROME P450 INTERACTION: A DIDACTIC PROPOSAL MODELING-BASED. This article presents the results of the study of explanatory models produced by 81 students of first-year of medicine at the Universidad del Norte in Barranquilla-Colombia. The students face a case in the area of chemistry applied to medicine, through a contextualized problem situation (SPC), constructed from a perspective of teaching chemistry in context. The explanatory models generated by the students were analyzed qualitatively at four moments of the implementation of a teaching proposal. The results obtained at the beginning of the implementation of the proposal indicate that the students did not elaborate any type of explanatory model. However, these arised from the teaching proposal that involves the SPC in which the students begin to generate explanatory models supported by chemistry content and categorized mostly in the research as Descriptive and Interpretative, a situation fostered by the theoretical and methodological coherence of the SPC, which was designed from a perspective of teaching in context based on modeling and leveraged by scaffolding.

The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory

The goal of the present research is to describe five lower-secondary in-service mathematics teachers' development of ICT (Information Communication Tech-nology) integration in their teaching as a result of mentoring pre-service teachers who practiced the integration of technology in their mathematics teaching. This is done through the combination of Schoenfeld's Teaching-in-Context theory and Goos' community of practice framework. To collect the research data, the re-searchers used semi-structured interviews with the in-service teachers at the be-ginning and end of the academic year. In addition, several observations of lessons taught by the in-service teachers with the assist of pre-service teachers were rec-orded towards the end of the intervention. The research findings indicate that the community of practice context can serve as an escalator that supports the decision of in-service mathematics teachers to integrate ICT in their mathematics teaching. However, these decisions were conditioned by taking care of the students' formal procedural mathematical knowledge.