Environmental training in the Cuban University: project method and problem-solving teaching to strengthen its training

Abstract

Introduction: the training process in the pedagogical studies constitutes a priority of the Ministry of Higher Education, so that the training of a Biology-Chemistry professor is included into this purpose. Shortcomings in the management of this process result in the underdevelopment of professional skills for the graduates of this pedagogical specialty, having insufficiencies in their environmental education and in the conservation and care of the biological diversity. Objective: to provide a methodological alternative to enhance the teaching-learning process of Biology-Chemistry Professors, mainly from the teaching activities of biology subjects and fieldwork; making emphasis on the training of environmental conservation and the care of biological diversity, as well as. Method: the methodology responds to a dialectical conception, which is based on the dialectical-materialist method; which is supported on a system of methods from the theoretical and empirical levels. Results: a systematization of theoretical and practical aspects of the project method and problem-solving teaching is performed; responding to the teaching-learning process of biology subjects and the fieldwork from the beginning of the training process of Biology-Chemistry professors, focusing on environmental education and the care of the biodiversity.  Conclusions: environmental training is an indivisible component of the comprehensive training of professionals in Cuban universities, so it is necessary to find the resources to achieve a higher level of motivation to search knowledge and to improve their professional performance