Análisis de los principios del pensamiento lineal y sistémico para el aprendizaje del concepto de red trófica en educación básica primaria y secundaria

Abstract

This article carries out a systematic review on the learning of trophic networks in basic primary and secondary education from linear and systemic thinking, discussing difficulties and discontinuities in their understanding. Analyzing 65 documents obtained from the electronic databases Science Direct, Scopus, and Nature, the academic search engines Google and Researchgate and the repositories of the Luis Ángel Arango Library, the Antonio Nariño University, the National Pedagogical University and the Pontificia Universidad Javeriana , it was established that research on the transition from linear to systemic thinking applied to the learning of food webs is very limited. It was evidenced that the understanding of the relationships inherent to food webs from linear thinking causes difficulties for students: a simplistic, unidirectional vision that ignores the complexity if the level increases, such as disturbances and emergent properties or interrelationships between organisms and their environment; misunderstanding about energy flows because they see natural cycles as rigid and closed; a reductionist interpretation of abstract notions that affects the understanding of the scenarios that impact the food web and a scant analysis of how organisms maintain their life support. But systemic thinking transforms its understanding thanks to the development of cognitive abilities that promote thought structures where complexity (García, 2003), multicausal (Peñaloza, 2013) interrelational and multidirectional (Grozer & Bell, 2003), prevail and from different authors the transition hypotheses are formulated as an alternative for the progressive construction of notions and the overcoming those learning difficulties.