Analysis and methodological approach to addressing the "myth of sodium/potassium pump" when teaching the nerve impulse

Abstract

This article presents a proposal put forward in a professional development course for graduates and advanced undergraduates of the Biology teacher training course. The course dealt with a frequent problem when teaching Biophysics contents about the molecular mechanism of a nerve action potential in tertiary education. The proposal was based in the Sustainable Cognitive Model of Conscientious Learning (SCMCL). As a starting point, incorrect subordinate concepts were identified that explain inaccurately the responsibility of the sodium and potassium pump in the repolarization of the action potential; as a consequence, strategies and activities were proposed. This allowed them to gain support concepts and new links, with results that were highly satisfac