INDAGACIÓN CIENTÍFICA PARA LA ENSEÑANZA EN LABORATORIOS DE ECOLOGÍA: CÓMO EL DOMINIO AFECTIVO MEJORA EL APRENDIZAJE

Abstract

The experiences of students during initial teaching can influence their conceptualization of Science, a product that the experts of the disciplines have particular beliefs, attitudes and emotions about Science that are often absent in undergraduate students. The purpose of this work was the implementation of methodology based on inquiry during practical activities, to involve
the affective domain and generate a better academic performance at the level of cognitive skill. The results of the inquiry-based methodology on research in students of the Ecology of Communities course of the Biology Pedagogy Career of the Metropolitan University of Education Sciences (UMCE), presented a significant increase in the academic performance compared to the
students that had a traditional methodology of Science education. In relation to cognitive skill, the group of students with inquiry showed a better performance in the improvement of cognitive abilities such as evaluating and creating. In addition, there was the development of the critical thinking capacity, commitment and interest in Science.