 The interest of Charbel El-Hani is mainly centered on the philosophy of biology for didactics of biology. He advocates for a theory-centered approach to the concept of life (2008) and considers the advantages of the dialogue between the students’ ethnobiological knowledge and biology school knowledge (Baptista and El-Hani 2009). He also appeals to the works of Mendel and Darwin for teaching genetics and evolution (Bizzo and El-Hani 2009; El-Hani 2015) and analyzes the different concepts of gene that often overlap in biology education (Dos Santos, Joaquim, and El-Hani 2012; Meyer, Bomfim, and El-Hani 2013, Gericke, Hagberg, dos Santos, Joaquim, and El-Hani 2014). Beyond the specific field of biology, El-Hani accounts for the different ways in which individuals and societies represent concepts (Aguiar Jr, Sevian, and El-Hani 2018), discusses how to deal with the relations between different cultural perspectives in classrooms (Moreira-dos-Santos and El-Hani 2017), and advocates for understanding as one of the major goals of science education (Ferreira, El-Hani, and da Silva Filho 2016).