The Big Plant Theory y otras metodologías dinamizadoras en grupos reducidos de dos materias de Fisiología Vegetal del grado en Biología

Abstract

In this paper we describe two experiences based on the application of strategies that motivate students. The experiences correspond to the seminar sessions of two core subjects of the degree in Biology. Both subjects belong to the field of Plant Physiology, but they have different features and context. Therefore, the methodology was different. The first subject (Plant Physiology II) is taught in the second course of Biology, and there are many enrolled students and few hours for seminars. The other subject (Applied Plant Physiology) is taught in the third course, and there are less students and more hours for seminars. In Plant Physiology II the students have to develop and play a game of questions and answers, whereas in Applied Plant Physiology the activities are more varied (role-playing, debate, video, scientific conferences, etc.). In both cases, the results were successful, and the activities motivate the students and contribute to the acquisition of critical thinking. Moreover, they convinced the students of the value of both the teamwork and the knowledge in the field of Plant Physiology.