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This paper is part of a research line that aims to integrate the development of scientific practices (argumentation, inquiry and modelling) in the context of problems or situations of daily life. A teaching sequence has been designed, implemented and evaluated of such scientific practices using yogurt production as a context. Specifically, this work analyzes the evaluations of this sequence in high school students from two schools using different instruments at various moments in the teaching sequence. Among the conclusions obtained, the high degree of involvement of the students and their perception of the sequence as innovative and interesting stand out. However, not all scientific practices are perceived in the same way, with inquiry and modelling being the most and least valued practices respectively. The results obtained suggest that the integration of these scientific practices is possible from the perspective of the students, giving rise to teaching sequences that are interesting and in which they are involved.

revista eureka sobre enseñanza y divulgación de las ciencias

Integración de prácticas científicas de argumentación, indagación y modelización en un contexto de la vida diaria. Valoraciones de estudiantes de secundaria