Learning difficulties of cartesian graphic representations associated with population biology in high school students. A semiotic analysis

Abstract

High school students present difficulties using and interpreting the information provided by Graphical Representations Cartesian (RGC), consider these central to the teaching and learning at the dynamical processes at biological sciences in general and Population Biology (BP) in particular. From the conception of the RGC as semiotic systems, such difficulties are analyzed through cognitive activities that characterize any representation, namely, training, treatment and conversion. The research was carried out in Mendoza, Argentina, and comprised two stages; the first, held the diagnosis of student interaction (13-14 years) with RGC used to teach structural concepts BP; and in a second stage, the results of applying a teaching Intervention centered on the difficulties diagnosed in the previous phase are analyzed (students aged 16-17). It was noted that essentially the greatest difficulties found in the activities linked to semiosis about treatment and conversion, impacting on the construction of biological concepts.