<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092025000100130</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.25326.087</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Investigación basada en diseño (IBD): Una propuesta socioconstructivista e investigativa para el aprendizaje de la herencia y la reproducción en la educación secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Design-Based Research (DBR): A Socioconstructivist and Investigative Proposal for Learning about Heredity and Reproduction in Secondary Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Investigação baseada no desenho (IBD): Uma proposta sociocontrutivista e investigativa para a aprendizagem da herança e reprodução na educação do ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Rovira]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delord]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porlán]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla Departamento de Microbiología y Parasitología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092025000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100130&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el ámbito de la enseñanza de las ciencias, abordar las ideas espontáneas del alumnado resulta clave para promover aprendizajes significativos. Este estudio se enmarca en un enfoque socioconstructivista e investigativo, y tiene como objetivo analizar el impacto de una Unidad Didáctica Investigativa (UDI) sobre herencia y reproducción en el aprendizaje de estudiantes de educación secundaria. La intervención se desarrolló mediante una Investigación Basada en Diseño (IBD), aplicada en un centro educativo de Sevilla (España) en una muestra de 29 estudiantes. A partir de un cuestionario inicial para conocer las ideas del alumnado, se diseñaron contenidos, problemas y actividades orientados a favorecer la evolución de las mismas. La evaluación, de carácter formativo, permitió identificar progresiones de aprendizaje significativas. Los resultados, representados mediante escaleras de aprendizaje, evidencian el potencial del enfoque empleado para transformar las ideas iniciales del alumnado, fortalecer su alfabetización científica y promover una enseñanza conectada con la realidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the field of science education, addressing students&#8217; spontaneous ideas is key to promoting meaningful learning. This study is framed within a socioconstructivist and inquiry-based approach and aims to analyze the impact of an Investigative Teaching Unit (ITU) on heredity and reproduction in the learning of secondary school students. The intervention was developed through Design-Based Research (DBR) and implemented in an educational center in Seville, Spain, with a sample of 29 students. Based on an initial questionnaire to explore students&#8217; ideas, content, problems, and activities were designed to support the development of those ideas. Formative assessment made it possible to identify significant learning progressions. The results, represented through learning ladders, highlight the potential of the approach to transform students&#8217; initial conceptions, strengthen their scientific literacy, and promote a form of teaching that is connected to real-life contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No ensino de ciências, abordar as ideias espontâneas dos alunos é fundamental para promover uma aprendizagem significativa. Este estudo, baseado em uma abordagem socioconstrutivista e no ensino por investigação, visa analisar o impacto de uma Unidade de Ensino de Pesquisa (UDP) sobre herança genética e reprodução na aprendizagem de alunos do ensino médio. A intervenção foi desenvolvida por meio de Pesquisa Baseada em Design (DBR) e implementada em uma escola em Sevilha, Espanha, com uma amostra de 29 alunos. Com base em um questionário inicial para explorar as ideias dos alunos, conteúdos, problemas e atividades foram elaborados para promover seu desenvolvimento. A avaliação formativa identificou progressões significativas de aprendizagem. Os resultados, representados por meio de escadas de aprendizagem demonstram o potencial da abordagem utilizada para transformar as ideias iniciais dos alunos e fortalecer sua alfabetização científica o que promoveu um ensino mais conectado à realidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Herencia y reproducción]]></kwd>
<kwd lng="es"><![CDATA[Investigación Basada en Diseño (IBD)]]></kwd>
<kwd lng="es"><![CDATA[Ideas de los alumnos.]]></kwd>
<kwd lng="en"><![CDATA[Heredity and Reproduction]]></kwd>
<kwd lng="en"><![CDATA[Design-Based Research (DBR)]]></kwd>
<kwd lng="en"><![CDATA[Students' Ideas.]]></kwd>
<kwd lng="pt"><![CDATA[Herança e reprodução]]></kwd>
<kwd lng="pt"><![CDATA[Investigação Basada no Desenho (IBD)]]></kwd>
<kwd lng="pt"><![CDATA[Ideias dos alumnos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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