El cine foro como estrategia did?ctica para la apropiaci?n del concepto evoluci?n en los estudiantes de grado noveno del colegio agustiniano suba, propone una alternativa did?ctica para la ense?anza de las ciencias naturales, en este caso, para el fortalecimiento del concepto evoluci?n. Se busc? que a trav?s del an?lisis cinematogr?fico y la implementaci?n de talleres basados en el ciclo de indagaci?n guiada de la EEPE (Ense?anza de la ecolog?a en el patio de la Escuela) (Arango, 2002), los estudiantes lograr?n integrar su conocimiento previo con conocimiento nuevo, con el fin de que fortalecieran sus saberes y de que lograsen construir reflexiones cr?ticas sobre los contenidos presentados durante la actividad. Se realiz? un estudio cualitativo y cuantitativo a partir de un pre test de diagn?stico y un post test para an?lisis de resultados, tomando como muestra a los estudiantes de los grados 9A y 9B, del Colegio Agustiniano Suba. Los resultados del pre test revelaron una mayor apropiaci?n del concepto evoluci?n por parte de los estudiantes del grado 9B; raz?n por la cual se eligi? al grado 9A como referente para la aplicaci?n de los cine foros y sus respectivos talleres. Al finalizar las actividades logramos evidenciar que la curva de aprendizaje del grado 9A sube considerablemente; mientras que la del grado 9B se mantiene estable. A su vez los datos analizados reflejan la efectividad de la herramienta, ya que el porcentaje de estudiantes que no ten?an claridad en los conceptos relacionados con el tema de la evoluci?n, pas? del 24% al 19%; a su vez el porcentaje de quienes iniciaron negando la evoluci?n como hecho pas? del 16% al 87%, es decir: los estudiantes lograron reconocer a la evoluci?n como un determinante del desarrollo de lo vivo en el planeta. Cabe resaltar a su vez la innovaci?n educativa que supuso el ejercicio del cine dentro de la realidad acad?mica de los alumnos, ya que ninguno de los estudiantes hab?a asistido antes a un cine foro. Para concluir se resalta una mejor?a considerable en cuanto a la apropiaci?n directa del concepto evoluci?n, ya que los resultados reflejan un mayor reconocimiento de los postulados te?ricos y de sus respectivos representantes.The cine forum as didactic strategy for the acquisition of ?Evolution? as a concept in ninth grade students from Agustiniano Suba school, this proposes a didactic alternative for teaching science, in this case, for improving the concept of ?Evolution?. It searched through cinematographic analysis and the implementation of workshops based on a strategy known as the guided investigation cycle from the EEPE (Education of the ecology in the playground of the School) (Arango, 2002), students will manage to integrate their previous knowledge with new one, in order to improve their knowledge and to make reflections, critics about the contents displayed during the activity. This research was made by a qualitative and quantitative study from pre diagnosis test and post test for analysis of results, taking as evidence students from 9A and 9B grades, from Agustiniano Suba School. The results of pre test showed a greater appropriation of the concept ?Evolution? on 9B students; reason which allowed 9A students was chosen for the application of the cine forums and their respective workshops. Closing the activities we managed to demonstrate that the curve of learning of 9A students improves considerably; whereas the one of 9B students continues stable. Analyzed data reflect the effectiveness of the tool as well, since the percentage of students who did not have clear the concepts related to ?Evolution? concept, it turned from 24% to 19%; as well the percentage of students who denying the evolution as a result at the beginning turned from 16% to 87%, it means: students managed to recognize the evolution like a principle of the development of alive in the planet. It is possible to emphasize as well the educative innovation that supposed the use of the cinema within the academic reality of the students, considering that students had not atended cine forum before. In order to conclude, a considerable improvement as far as the direct appropriation of the evolution concept is emphasized, since the results show a greater recognition of the theoretical postulates and their respective representatives.