Interferences in the elaboration of the thematic pattern in the class Human Genetics

Abstract

In the discursive interaction generated in the Biology classroom, the thematic pattern between students and teacher is constructed. The sequence in which communication is established may have interferences to which it is necessary to pay attention in order to avoid the generation of misunderstandings. The use of polysemous terms, acronyms, “etcetera”, cut sentences or questions that are not asked are some of the outstanding aspects that can confront students with distortions in the development of their network of meanings and in their understanding of what is being talked about in the science class. This descriptive work presents some inferences in the development of the topic “Human Genetics” in third year middle school students. We propose their reflection in order to avoid confusion in the teaching and learning process, and to achieve a shared knowledge.