Desarrollo de la competencia determinación sistemática de organismos vegetales en la formación inicial de docentes Developing systematic plant organism identification competence in teachers’ training

Abstract

The article describes the structure of a model for developing systematic plant organism identification competence in Biology-Geography teachers’ training. The research implies not only the study of art, but historical and logical analysis and synthesis, induction and deduction, and modeling as main methods. The model includes tree subsystems: phytocultural appropriation, phytoreferential activation of knowledge and formative contextualization. The two first subsystems are complementary and subordinated to the third in the university environment, resulting in the acquisition of new meanings, personal sense strengthening, and integration of specialized methods and stimulating the use of theoretical and practices tools. The synergy develops a new quality in trainees: the independence in systematic plant organism identification and classification of plants under study in the teaching-learning process he is leading; as well as the accurate professional ability to employ the identity of these elements of plant diversity and its position in taxonomic systems aside from their constant refining

Keywords

• professional competence
• systematic botany
• teachers’ training.