| 总结: | The research is based on the proposal of Fonseca and Martínez (2020), in which the construction of the biology teacher’s professional knowledge is presented as the integration/ transformation of five types of knowledge: disciplinary, didactic, of life history, of experience, and of context. The methodology is based on the analysis and interpretation of a case study of a practicing teacher at a declarative level. As a result of the research, it is evident that,since the teacher integrated and transformed her knowledge, three new and unique types of knowledge emerged: teaching evolution as a vehicle in the appropriation of a responsible human attitude towards the conservation of species; teaching and understanding biological evolution as a mechanism for mitigating attitudes associated with male chauvinism, xenophobia, and sexual discrimination; and teaching evolution and decision-making in theconstruction of critical citizenship.
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