Intervención educativa para la enseñanza de la temática evolución en estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH)

Abstract

Introduction: The integration of the evolution theme to the study plans represents a space of possibilities for the student to broaden the understanding of human development through the history of humanity. Objective: From this point of reference, the article aims to design and validate an educational intervention aimed at supporting the construction of knowledge about the evolution theme in students with Attention Deficit Hyperactivity Disorder (ADHD). Methodology: A qualitative methodological approach is proposed that integrates a characterization of the students’ prior knowledge from problem situations; Likewise, a didactic sequence is designed and implemented to improve the appropriation of scientific knowledge and, finally, learning is valued through a summative and formative evaluation. Results and Discussion: They indicate the construction and strengthening of knowledge around evolutionism, through an educational intervention that promotes scientific thought and is developed from diverse, flexible, innovative, and attractive activities to create an environment where key intellectual processes oriented towards teaching and conceptual reinforcement in students with ADHD. Conclusion: An educational intervention oriented to the development of a scientific thought and in synergy with innovative processes of didactic mediation, contributes to strengthen in the student argumentative competences for the theoretical, methodological, and procedural approach of evolution as a subject object of teaching.