The development of intellectual skills through self-regulated learning in Biology teachers training

Abstract

ABSTRACT

Objective: The teaching learning process of sciences should be developed as a result of using current scientific methods and independent active learning of the knowledge they will require afterward in their professional performance. This paper aims at devising alternatives that contribute to the development of intellectual skills through the subject Human Anatomy and Physiology.

Methods: From the perspective of the functional structural systemic, theoretical methods such as the analytical-synthetic, the inductive-deductive, systematization and modeling were used. Likewise, empirical methods such as documentary study, observation, survey and pedagogical test were used; the percentage analysis was used to assess the information.

Results: The fundamental result of the research consist of a system of elementary intellectual skills for human anatomy and physiology learning in Biology teachers’ education, as well as alternatives contributing to their development.

Conclusions: The study allows to conclude that students’ development of elementary intellectual skills for each discipline and self-regulated learning favor the education of professionals according to the demands of modern society.