Methodology of the Generative Topic and professional competencies in the Biology-Natural Sciences program

Trinidad Loli N.L.; Dionisio Cieza W.; Jeri Sandoval A.M.; Aybar Bellido I.E. · Revista de Ciencias Sociales (2026) · DOI: 10.31876/rcs.v32i3.46112

Resumen

Teacher training faces a series of challenges that include integrating disciplinary, pedagogical, research, and technological knowledge in an increasingly digital environment, where Peruvian teachers struggle to articulate the theory of biological and natural sciences with innovative practices. In this context, this article aimed to analyze the influence of the Generative Topic Methodology on the development of professional competencies in future teachers of the biology-natural sciences program at the National University of Education in Peru. Methodologically, a qualitative approach was used, with a quasi-experimental design employing pre-tests and post-tests, using an experimental group (EG, n=17) and a control group (CG, n=14). The sample was a census. Data were analyzed using descriptive statistics and the non-parametric Mann-Whitney U test. Among the main findings, the pre-test showed no significant differences between groups. However, the post-test showed statistically significant differences favoring the Experimental Group, leading to the rejection of the null hypothesis. It was concluded that the implementation of the Generative Topic in professional competencies constitutes an effective resource for improving learning at the theoretical, practical, and research levels.

Instituciones: Universidad Nacional San Luis Gonzaga; Universidad Nacional de Educación Enrique Guzmán y Valle