Aprendizaje colaborativo en la asignatura de Biología en primer año de Bachillerato General Unificado en Ciencias

Abstract

This article addresses the challenge of low performance in Biology in the first year of high school, proposing collaborative learning as an innovative solution. The overall objective was to experiment the use of collaborative learning in the subject of Biology in the first year of Bachelor of Science. The research adopts a descriptive qualitative approach with three fundamental stages: the collection of information, the execution of the two collaborative strategies (puzzle technique and collaborative annotations) and finally the analysis of the effectiveness of collaborative learning. In the first stage, students' perceptions and experiences in the teamwork environment were examined. For this purpose, a questionnaire for the focus group and a direct observation form were used. In the second stage, two collaborative strategies were applied in the classroom, the puzzle technique and collaborative annotations. The same observation sheet from the first stage was used to evaluate the effectiveness of learning and to compare traditional education with collaborative learning. For the analysis of the effectiveness of collaborative learning, a participant satisfaction survey was conducted, the results of which indicated a more solid understanding of the academic content and the development of social skills and competencies in the students, which will potentially help them in their personal and professional lives.