Methodological actions for the integrative evaluation of biological content in the teaching-learning process of Biology Didactics

Abstract

The integrative evaluation is a requirement that should prevail in the formative models in Higher Education, which requires the unified work of the subjects that make up the curriculum in each of the careers. This work deals with the methodological procedures for the design of integrative evaluations in order to strengthen the integral preparation of the Biology teacher. The objective is to model the methodological procedures for the design and application of the integrative evaluation through evaluative situations, from the biological content in the teaching-learning process of Biology Didactics. The methodology is characterized for being systemic, orienting, flexible, contextualized, developmental, transforming and interdisciplinary. The implementation allowed raising the teachers' preparation and developing in the students professional skills from the acquisition of knowledge, habits, values and attitudes, in a multilateral process linked to the integration of biological contents, which made it possible to find novel and original solutions to the different evaluative situations that were presented. The elaboration and application of the evaluative situations with an integrating character from the biological contents, in a logical, organized and coherent way, constitute an important source for the strengthening of the interdisciplinary relations in the students of the Bachelor's Degree in Education. Biology, which constituted a way to enhance their integral formation.