Cognitive independence to design Biology experiments with a chart introduced by opening sequence/Independencia cognoscitiva al diseñar experimentos de Biología con un cuadro introducido por secuencia de apertura

Abstract

The experimental work in students of the Bachelor of Biology Education is carried out following reproductive guidelines, which hinder the fulfillment of the requirements of the professional model. This demands a teacher capable of independently solving problems of school practice, including experimental work. A possible solution may be the application of a didactic resource that facilitates the design of experiments independently. The objective of this work was to evaluate the cognitive independence of students of Bachelor of Biology Education, in the design of experiments using as a didactic resource a chart that is introduced from an opening sequence. The intervention was carried out in a sample of 10 first-year students from the 2016-2017 academic year. A randomized complete block statistical design was used to compare cognitive independence in completing parts of the chart and students against each other. As a result, there was a marked tendency towards execution that gradually decreased, while independence and motivation increased. Significant differences were observed in the achievement of independence in the completion of the parts of the chart and among the students, for whose attenuation a differentiated work was carried out.