The problematic methods in the subject Animal Biology for students with visual disabilities

Abstract

Productive learning based on problem methods in the Animal Biology subject constitutes a necessity in the teaching-learning process to enhance the formation and development of the personality of students with visual disabilities. To characterize the teaching-learning process in the Animal Biology, the 8th grade, subject in students with visual disabilities at the "Abel Santamaría Cuadrado" Special School. Three dimensions of analysis were used: Teachers' knowledge about problematic teaching and problem-solving methods, as well as the skills acquired by students in said subject. Materials and Methods: Observation, interview and initial pedagogical test were used. The theoretical knowledge of educators about problem methods, problem teaching categories and their favorable influence on the cognitive independence of students, especially those with special educational needs due to their visual impairment, was limited. Therefore, these methods are not incorporated into everyday teaching practice. The ignorance of the problematic methods by the majority of the educators is a multicausal problem, where they stand out: methodological orientations distanced from this subject, little interest of the Department, little individual preparation of the teacher and, consequently, inappropriate teaching-learning process. of students with visual impairment.