Design of a didactic strategy for collaborative learning of Biology in high school Diseño de una estrategia didáctica para el aprendizaje colaborativo de Biología en bachillerato

Abstract

The design of a didactic strategy for collaborative learning in the subject of Biology at the Baccalaureate is relevant in the field of educational innovation, because it dynamizes the way to acquire knowledge in this particular discipline. In this sense, the present research work aims to develop and analyze a didactic strategy that allows strengthening the interaction between the teacher and his students in the classroom, based on the implementation of active methodology in a collaborative manner. In this process it is proposed that the student be the protagonist of his own learning and acquire contents of the subject in a meaningful way. Based on a mixed methodological approach, qualitative and quantitative, this study was conducted in students who are studying the last year of their Baccalaureate at the Antonio Nariño Educational Unit in the city of Quito. The aim is to encourage pupils to be critical in their academic learning processes by developing their skills and abilities, and not merely to be passive recipients of their teachers' master classes. This modifies traditional teaching strategies by active learning methods, in which the student develops his creativity and is a generator of his own knowledge.