Collaborative Strategies in the Teaching-Learning Process to Build Meaningful Learning in Natural Sciences

Abstract

Introduction: Collaborative strategies act as a collective and coordinated method of subjects, who cooperate to achieve common objectives, such as increasing meaningful learning. However, it is useful to establish the positive or negative effects that collaboration has, with respect to other teaching-learning models. Objective: Assess a collaborative strategy effect in terms of significant learning, for the Natural Sciences taught in the II Nivel de Bachillerato General Unificado (BGU). Methods: Descriptive/explanatory research of a correlational order, studying 39 students of II Nivel de Bachillerato General Unificado (BGU) in two quarters as part of their natural sciences subjects, applying a collaborative strategy in the second quarter to an intervention group. Results: Internally, after implementing the collaborative strategy, group 2 did not present significant improvements in the subjects evaluated, unlike group 1 (Biology: p=0.003; Anatomy: p=0.002; Physics: p=0.003; Chemistry: p=0.003), while the comparison between independent groups determined significant improvements in the post-test in favor of the experimental group (Biology: p=0.004; Anatomy: p=0.008; Physics: p=0.002; Chemistry: p=0.000). Conclusions: Significant improvements are achieved in the grades of the four subjects that make up natural sciences. It follows that a teaching-educational process with a collaborative approach can contribute quantitatively and qualitatively to improving the teaching-learning process in terms of significant learning, recommending the intensive use of intervention strategies similar to the one implemented.