Toward the effective implementation of the elective components in the competency-based curriculum in Biologist training

Abstract

The primary purpose of the study lies in the interest of identifying the main strengths and possible solutions to the limitations of the implementation of the elective components in the Biology career of the National Autonomous University of Nicaragua (UNAN-León), in order to contribute to the development of skills in Biologist training. This study has a qualitative approach, semi-structured interviews were applied to four groups of experts, two focus groups to third, fourth and fifth year students of the Biology career, and guides for documentary analysis were prepared. The Grounded theory is the theoretical approach that allowed to interpret the subjectivity, ideology, perception, construct, and speeches, that build the study participants. The study of the data was carried out through the analysis method based on theoretical generation, from the observation of data, based on the use of the constant comparison strategy, and the purpose of guaranteeing a clear, precise and objective interpretation of the necessary elements for the adequate implementation of the elective components in a Biology degree. It was identified, among the fundamental elements of the adequate implementation of the elective components: constant training on the constructivist pedagogical model and the competency-based approach assumed by the institution, review and improvement of the macroprogramming and microprogramming, the need to complete training routes taking into account the elective components, implementation of strategies consistent with the model and approach assumed, disclosure of the competencies and contents of the elective components, opening of the entire offer of elective components, among others.