El desarrollo de habilidades de escritura en el aprendizaje de la Biología

Training novice students in a scientific field requires teaching conditions that allow them to interact with parameters that regulate the pertinence of disciplinary practices. With the purpose of providing empirical evidence, the present study aimed to assess the effect of varying the reading material on writing skills of college students. A pretest-post test experimental design with a control group was employed, involving 30 biology students assigned to three different conditions involving the exposure to reading materials and task resolution, subsequently, they wrote a text and a hypothetical experimental proposal. The results indicate correspondence between writing performances and the condition they were exposed to. The possibilities of generating didactic strategies related to the science of biology are discussed.