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Aprender ciencia en contexto implica aprender a transferir modelos a situaciones reales y tomar decisiones. En la ensenanza de las ciencias, este enfoque tiene su exponente en el trabajo con controversias socio-cientificas (CSC), una metodologia didactica que se revela compleja en su aplicacion y evaluacion. Se propone un marco metodologico para estandarizar el trabajo y evaluacion de actividades de controversia socio-cientifica, en el marco de dinamicas de comunicacion de distintos tipos (lectura, comunicacion oral y escritura). El marco propuesto ofrece distintos andamios didacticos como apoyo para el desarrollo y evaluacion de habilidades cientificas del alumnado, como el uso de datos, la transferencia de modelos a contextos relevantes, o la argumentacion, o el lexico partiendo de un dilema. Se han desarrollado y aplicado dos actividades para testar el marco metodologico. Los resultados indican que el uso del marco propuesto permite promover y evaluar habilidades de razonamiento cientifico en el marco de las CSC.Palabras clave: Controversias socio-cientificas; evaluacion; ensayo; andamios linguisticos; contexto.Proposal of a frame for designing didactic activities on Socio-Scientific Issues. Study with two activities on geneticsLearning science in context implies learning to transfer scientific models to real scenarios and make decisions. In science education, this aspect is well represented by science learning activities around controversial socio-scientific issues (SSI), a pedagogical approach that entails implementation and assessment considerations. We propose a methodological frame to standardize activities about socio-scientific controversies in the frame of different communication dynamics (reading, speaking, and writing). The proposed frame contains several scaffolds for learning and assessment scientific skills, such as using data, transferring models to relevant contexts, use of the vocabulary and scientific argumentation in the frame of a dilemma. Two model activities following the proposed frame have been designed. The results indicate that the proposed methodological frame allows to promote and assess scientific thinking skills in the context of learning SSIs.Keywords: Socio-scientific issues; assessment; essay; linguistic scaffolds, context.

Propuesta de un marco para la secuenciación didáctica de Controversias Socio-Científicas. Estudio con dos actividades alrededor de la genética