<?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>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142021000100219</article-id>
<article-id pub-id-type="doi">10.17227/ted.num49-7229</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelos explicativos en anatomía]]></article-title>
<article-title xml:lang="en"><![CDATA[Explanatory Models in Anatomy]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelos explicativos em anatomía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alzate-Mejía]]></surname>
<given-names><![CDATA[Oscar Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Ortega]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Londoño-Arias]]></surname>
<given-names><![CDATA[Stefanny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trujillo]]></surname>
<given-names><![CDATA[Lizette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Caldas Departamento de Estudios Educativos ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<numero>49</numero>
<fpage>219</fpage>
<lpage>238</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142021000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142021000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142021000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La situación actual de la enseñanza y aprendizaje de la anatomía tiene grandes retos que debe superar, uno de ellos es intervenir de manera efectiva los modelos explicativos sobre temas estructurantes en la formación del futuro profesional. En esta investigación las intenciones fueron identificar los modelos explicativos de los estudiantes, sobre miembro superior, e intervenir y evaluar mediante la aplicación de una propuesta de enseñanza sustentada en el desarrollo de procesos argumentativos de dichos modelos. Para ello, se realizó una investigación cualitativa en la que participaron treinta estudiantes de anatomía de primer semestre de Fisioterapia, en la Universidad Autónoma de Manizales. Los resultados muestran que los principales modelos explicativos iniciales de los estudiantes sobre el tema refieren a un modelo heterogéneo que es inespecífico y luego de la intervención se movilizan a uno integrador, desde un modelo estructural, funcional y semiológico. Con ello se muestra la importancia del reconocimiento y la estructuración de propuestas que permitan acercar los conceptos hacia perspectivas de corte científico en el campo de la anatomía.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The current situation of Anatomy teaching and learning has great challenges that it must overcome, one of them is to intervene in an effective way the explanatory models on structuring concepts in the formation of the future professional. In this research the main goal was to identify the explanatory models of the students on a superior member, to intervene and evaluate, through a teaching proposal based on the development of argumentative processes, their models. To do this, a qualitative research was carried out in which 30 students from Anatomy of the first semester of Physiotherapy participated in the Universidad Autónoma de Manizales. The results show that the main explanatory models of the students on the subject refer to a heterogeneous model, it is nonspecific and after the intervention the students pass to an integrating model from a structural, functional and semiological model. This shows the importance of the identification and structuring of proposals that allow bringing the concepts closer to perspectives of a scientific nature in the field of Anatomy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A situação atual do ensino e aprendizagem da Anatomia tem grandes desafios que devem superar. Um deles é intervir de maneira efetiva nos modelos explicativos sobre temas estruturais na formação do futuro profissional. Nesta pesquisa as intenções foram identificar os modelos explicativos dos estudantes sobre o membro superior, intervir e avaliar, mediante a aplicação de uma proposta de ensino sustentada no desenvolvimento de processos argumentativos dos ditos modelos. Para isto se realizou uma pesquisa qualitativa em que participaram 30 estudantes de Anatomia do primeiro semestre de Fisioterapia da Universidad Autónoma de Manizales. Os resultados mostram que os principais modelos explicativos iniciais dos estudantes sobre o tema referem a um modelo heterogêneo que é inespecífico e em seguida da intervenção didática trocam por um modelo integrado a partir de um modelo estrutural, funcional e semiológico. Com isto se mostra a importância da identificação e da estruturação de propostas que permitam aproximar os conceitos dos estudantes até perspectivas científicas no campo da Anatomia.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[modelos explicativos]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="es"><![CDATA[didáctica de la anatomía]]></kwd>
<kwd lng="es"><![CDATA[anatomía de miembro superior]]></kwd>
<kwd lng="en"><![CDATA[explanatory models]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
<kwd lng="en"><![CDATA[anatomy didactic]]></kwd>
<kwd lng="en"><![CDATA[superior member anatomy]]></kwd>
<kwd lng="pt"><![CDATA[modelos explicativos]]></kwd>
<kwd lng="pt"><![CDATA[argumentação]]></kwd>
<kwd lng="pt"><![CDATA[anatomia didática]]></kwd>
<kwd lng="pt"><![CDATA[anatomia dos membros superiores]]></kwd>
</kwd-group>
</article-meta>
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