Andamiaje pedagógico basado en la evaluación continua sobre un logro de aprendizaje “flujos de materia y energía” como propuesta de gestión formativa en la asignatura de biología

Abstract

This project addresses the problem of the persistence of traditional, rote-memorization evaluation models in biology teaching. These models hinder the understanding of complex and abstract concepts, such as "matter and energy flows," by treating evaluation as an end in itself rather than a continuous process that drives meaningful and real learning in secondary education students. The purpose of this proposal is to design and validate a pedagogical scaffolding based on continuous assessment. This tool seeks to strengthen formative management through strategic mediation by teachers who provide temporary evaluative support, enabling students to reach higher levels of learning. Implemented by teachers of the subject across different educational contexts, the proposal evaluates the relevance of the scaffolding as an instrument to facilitate educational achievement and consolidate formative management in the classroom. The methodology employed is projective in nature with a qualitative approach. The process is divided into three stages: a theoretical foundation phase, a second phase for the design of the proposal—which includes didactic sequences and an ecosystem of digital resources hosted on Genially—and a third phase for final validation through the judgment of 12 teachers in the field. The main characteristics of the proposal are the systemic use of feedback based on continuous assessments, starting from simple aspects of the content and progressively increasing in complexity. The potential educational impact lies in strengthening teaching practices and improving learning outcomes. At a social level, the proposal seeks to develop scientific thinking in young people, equipping them with the necessary skills to actively participate in their continuous learning process.