Objective: The biological foundations of education are not as frequently discussed as the philosophical, psychological or sociological framework. This article aims to assess the epistemological significance of Santiago theory as the biological foundation of education. Methods: Theoretical methods such as analytical-synthetic, inductive-deductive, historical-logical and ascension from the abstract to the concrete were used to assess information from the bibliographic sources consulted. Empirical techniques connected to document analysis allows to collect the best university teaching experiences in leading the study of these topics for more than 30. Results: The importance of the category system of the theory of Santiago (autopoiesis, structural coupling, cognition, behavior, nervous system, behavioral coordination, communication, cultural behavior, language, self-consciousness and reflection, among others), is highlighted to unveil the essence of the subjects involved in the educational process and the qualities that make their education possible. Conclusions: The theory of Santiago provides theoretical assumptions that help to explain a large part of the biological foundation that underlies education. Not taking them into account would mean ignoring the living essence of the participants in the process and would constitute, among other things, an ontological, gnoseological and methodological error.

Objective: In foreign language classes, students are still facing learning difficulties caused by their insufficient lexical repertoire. This paper is aimed at describing active methods and procedures for the use of elective reading as a macro skill to favor the lexical enrichment of students in English for specific purposes. Methods: The researchers make extensive use of documentary analysis, systematization of the teaching practice and modeling in constructing a theoretical framework and devising new methods and procedures. Results: The result comes from a larger study and its essential contribution is the foundation and description of a method for lexical enrichment in English based on elective reading. General and specific procedures to be used and communicative tasks to be carried out in real or simulated contexts are also illustrated. Conclusions: The lexical enrichment in English is achieved from an essentially interactive and integrative reader process that relates the production and reception of texts to authentic sociocultural contexts. The proposed method encourages the understanding of the unknown lexicon present in the texts freely chosen by the students, its analysis from the students personal references and professional interests and the construction of meanings in real or simulated contexts of application.

Objective: This paper aims at assessing the potentials of concept maps as a tool that enables the students to systematize knowledge when solving study tasks of Chemical Analysis. Methods: On the basis of the state of art, a theoretical framework was constructed as a reference for observing students’ performance in working with concept maps. Observation focuses on conceptual hierarchy structure, levels or hierarchy set by each of the students, and the number of connections (crossed or critical) identified when relating concepts. Results: The students completed the task independently, the findings reveal their learning difficulties related to several analytic methods and the exclusion of qualitative analytic chemistry. However, their course paper outcomes were satisfactory and the students were capable of distinguishing the main subject concepts and establishing hierarchical connections between them. Conclusions: The use of conceptual maps by the students allows conceptual systematization, fosters the development of information processing competencies, helps the professor to grade students’ learning of the subject system of knowledge and awakes students’ interest for academic tasks.

Objective: This article aims at providing a reference framework that serves as the basis for the development of a methodological scientific culture in university teachers, and thus promoting a debate that leads to enlarging teacher education. Methods: Theoretical-level methods such as analysis-synthesis, documentary analysis, and some of the empirical level were used to survey to mathematics teachers knowledge of didactics, to finally devise a framework of reference serving as the foundation for a pedagogical professional development of teachers in which the expansion of scientific-methodological cultural knowledge is enhanced and personal growth is contributed through collective cultural practices, a process that still requires the search for elements that effectively arouse their improvement. Results: The fundamental result of the study is a frame of reference for the development of the scientific methodological culture of the university professors who teach Mathematics in the careers of Education. Conclusions: The active participation of teachers based on the deepening and updating of knowledge in scientific and pedagogical issues is a cardinal element of professional development.

Objective: The new conception of study in the modern university requires that research becomes an essential component of students’ self-improvement as an active participant of their own education and development. This article aims at the description of the relationships between the development of skills for the analysis of the scientific text and the research activity as a component of the formative process of education professionals. Methods: The use of theoretical methods allowed the construction of the theoretical framework and the subsequent modeling of a methodology that through its system of procedures and operations would help relating the processes described in the objective. Result: The essential result is a system of procedures and operations that allow the use of discourse analysis skills as a dynamic factor in the research training of the language teacher. Conclusion: In the training of teachers, in particular in languages majors, the research activity and the skills to decode and encode the scientific text constitute goals and ways for the improvement of professional training that should be organized as major curricular strategies.

Objective: This paper aims at describing the outcomes of the introduction of the cleaner production approach in the subject Processes Engineering by identifying, selecting or/and solving environmental problems in industries. Methods: A sample of students’ practice reports were selected to assess the scenario of professional practice, the problems identified and the technical solutions proposed. The students apply analysis and engineering processes tools, among others, to avoid or to solve environmental problems that influence in production quality or in its costs. Results: The main finding and contribution of the study is the description of the professional practice period after the introduction of the cleaner production approach in Chemical Engineer Major. Conclusions: Using a cleaner production approach contributes to engineers’ professional competencies development in future chemical engineers and favors the identification and solutions of problems in the industry that are more contextualized to current needs and have a larger projection towards sustainable development.

Objective: The paper aims at devising a didactic model for the treatment of mathematical contents, based on the assumption of learning as a process of textual comprehension and considering the texts as a cultural unit. Methods: Documentary analysis was used as an empirical method to construct the theoretical framework. Methods such analysis-synthesis, induction and deduction, and modeling were used from a functional, structural and systemic perspective to characterize the state of art and devise the proposal. Results: The proposed model is accompanied by a methodology, based on the resizing of the Mathematics lesson as a system of didactic components for the leadership of the processes of comprehension and production of meanings from mathematical texts (propositions, definitions and procedures). Conclusions: The effectiveness of the proposed model lays on the renew description of the Mathematics lesson components having the processes of comprehension and production of mathematics texts as a central axis.

Objective: In the teaching of mathematics, students are still facing difficulties in problem-solving. This paper aims at describing a system of procedures to design the dynamics of the process of mathematics. Methods: Theoretical methods were used for the construction of a reference framework. Modeling for the construction of the system of procedures for the design of the dynamics of the teaching-learning process of mathematics. The evaluation of the relevance and feasibility of the proposal was developed based on the experts criteria. Results: The essential contribution of the study is the system of procedures devised for the design of the dynamics of the teaching-learning process of mathematics.Conclusions. The design of the dynamics of the teaching process of mathematics taking into account the relationship between the operational structure of the skill, the level of depth of the content and the ways for skill training contributes to overcoming students’ learning difficulties in solving problems.

Objective: The impact of communication in the educational environment is a permanent object of scientific research. This article aims at analyzing the didactic approach to communicative skills in primary teachers’ education view from a professional perspective. Methods: Documentary review, theoretical methods of analysis and synthesis, and induction and deduction, together observation were used to collect data and modeling the professional approach to communication. Results: A pedagogical conception is proposed for improving communicative abilities development in educational an environment, as a component of teachers’ education. Conclusions: A pedagogical professional approach to communicative skills favors strengthens teachers’ performance and the systemic and comprehensive nature of this process in primary teachers’ education.

Objective: First, the authors aim at exploring students’ difficulties to obtain the orthogonal views from the isometrics or the real models, both at the Technological University of Havana and at the University of Camagüey. The main objective was to describe a set of procedures for obtaining orthogonal views of real objects or models in the subject Drawing. Methods: The methods of analysis and synthesis were used for the construction of a theoretical frame, modeling was used for the design of the instructional technique proposed and a quasi-experiment to evaluate the effectiveness of this technique in this subject. Results: The techniques for obtaining views according to the European and American systems are described, an instructional technique is proposed to obtain these views and its pertinence for learning is demonstrated from the realization of a quasi-experiment. Conclusions: The outcomes of the carried out quasi-experiment confirmed that the proposed technique, which essentially consists of compressing the body until it is arranged in a single plane, favors the understanding and the use of the students.

Objective: The article aims at preventing and reducing risk behaviors by suggesting to carry out tutorial workshops on social skills. Methods: The design used was quasi-experimental including survey and a questionnaire as instrumental techniques. The questionnaire was validated at the level of content, criteria, and construction. The population was formed by students of first to the fifth year of secondary; the sample was selected with a non-probabilistic intentional sampling. The information collected in both the previous and subsequent tests was subjected to descriptive statistical analysis and inferential statistical analysis to test the hypothesis, using the T-test. Results: A system of workshops on social skills is devised as a way of facing risk behavior. Decision making, control of emotions, self-esteem, and assertiveness are the subjects of attention in these workshops. These workshops pursue the participation of students in the transformation of their thinking and attitudes towards risk behaviors. Conclusions: The tutorial workshops of social skills contribute to the correct orientation of the adolescents and to the strengthening of their thoughts and positive behaviors, produces positive changes in the risk behaviors of the adolescents and favors their prevention.

Objective: The teaching and learning process of the Italian language is still facing problems related to students’ difficulties in oral communication in the foreign language. This article aims at devising a system of interactive activities that contribute to the development of communication skills. Methods: After completing a theoretical framework, the authors conducted surveys, interviews, and observation to collect data leading to students’ oral communication skill assessment. Finally, experts’ criteria were used to evaluate the effectiveness of the proposal. Result: The main finding is a proposal of a system of structured oral communication skills aimed at improving the production and reception of discourse and interaction in the Italian language among Spanish speakers. Conclusion: The practice of oral communicative activities as a system, with a focus on the needs of student expression and an organization that distinguishes the production, the reception of speech and interaction favors the development of oral communication skills.