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This study is part of a research project that aims to  characterize the epistemological, psychological and  didactic presuppositions of science teachers (Biology,  Physics, Chemistry) that implement Computational  Modeling and Simulation (CMS) activities as a part of  their teaching practice. We present here a synthesis of a  literature review on the subject, evidencing how in the  last two decades this form of computer usage for science  teaching has boomed in disciplines such as Physics and  Chemistry, but in a lesser degree in Biology. Additionally,  in the works that dwell on the use of CMS in Biology, we  identified a lack of theoretical bases that support their  epistemological, psychological and/or didactic postures.  Accordingly, this generates significant considerations for  the fields of research and teacher instruction in Science  Education.

MODELACIÓN Y SIMULACIÓN COMPUTACIONAL EN LA ENSEÑANZA DE LA BIOLOGÍA: UN CAMPO DE ESTUDIO CON MUCHO POTENCIAL PERO POCO EXPLORADO