Objective: The teaching learning process of sciences should be developed as a result of using current scientific methods and independent active learning of the knowledge they will require afterward in their professional performance. This paper aims at devising alternatives that contribute to the development of intellectual skills through the subject Human Anatomy and Physiology. Methods: From the perspective of the functional structural systemic, theoretical methods such as the analytical-synthetic, the inductive-deductive, systematization and modeling were used. Likewise, empirical methods such as documentary study, observation, survey and pedagogical test were used; the percentage analysis was used to assess the information. Results: The fundamental result of the research consist of a system of elementary intellectual skills for human anatomy and physiology learning in Biology teachers’ education, as well as alternatives contributing to their development. Conclusions: The study allows to conclude that students’ development of elementary intellectual skills for each discipline and self-regulated learning favor the education of professionals according to the demands of modern society.

Objective: The study aims at conceptualizing the different types of alternatives faced at educational institutions. Methods: The systematization of previous authors’ scientific findings was used. Authoresses rely not only on their experience in psychologist and teacher training but on records of teaching activities and teaching planning sections. Results: The general conceptualization of alternative is offered, its main types are identified and the relation of each type of alternative to their respective goals, context, processes and subjects is illustrated. Conclusion: The pedagogical alternative, in its close relationship with the strategy of the same nature, constitutes a way of solving problems in the school context.

Objective: To diagnose the teaching-learning process of conversational competence in the discipline of Spanish as a Foreign Language (ELE) at the Universidad de Oriente to achieve a sound approach to the scientific research of its dynamics. Methods: Observation of teaching activities, surveys to foreign students at B2 and C1 levels and documentary review of the programs and didactic materials used for teaching. Result: Several difficulties in Spanish as a foreign language students’ conversational skills were revealed using language assessment tools. This situation hinders the communicative performance of these students in the socio-cultural context in which they learn the Spanish language. Conclusion: The limitations in the teaching-learning process of conversational competence result from a didactic approach that is loosely articulated to the real communication needs of foreign students who learn Spanish in socio-cultural contexts of immersion. The didactic actions use in the teaching practice give insufficient priority conversational training, a situation that demands urgent attention.

Objective: The article is derived from a descriptive study that aimed to characterize the teacher of basic education in the city of Machala. Methods: The author followed a quantitative qualitative methodology; based on the bibliographic, analytical-synthetic, phenomenological and statistical review methods applied to a sample of 90 (70.3%) randomly selected students from a population of 128 third-level students, from the basic education career, of the University Machala Technique (UTMach), inserted in pre-professional practice. Results: The findings allowed to describe the profile of teachers of primary education, showing a tendency towards the attributes of teachers of the 21st century, although still limited in the competences of digital culture, creativity and listening, understanding, support and empathy, aspects to keep in mind for their training and improvement. Conclusions: The author arrived at the conclusion that basic education teachers need to acquire technological skills and use them efficiently; develop the ability to help, design, lead, direct and plan learning environments; as well as focus their attention on the student.

Objective: The studies of Science, Technology and Society (CTS) help to broaden the perception of the community, as well as the conditions and implications of research and scientific and technological development. The article aims at presenting notions related to the curricular arrangement of CTS education in the agronomy career. Methods: The documentary study and the critical analysis of the sources for the curricular arrangement proposed for the agronomy career were used. Results: The paper suggests notions, styles, dimensions and potential of integration of CTS education from the main discipline of Agricultural Production providing students with a culture of sustainability ethics, and a sound review of the initial training of the Agronomist. Conclusion: The notions that are contributed make it possible to increase the quality of the teaching-learning process of the main integrating subjects of the curriculum based on CTS education.

Objective: this paper describes a study that analyzes the personal Mathematical Working Space of humanities students when mobilizing the concept of quadratic function to solve a modelling task. The experimental part of this research was carried out with students in their first semester of Humanities, during their mathematics class. Methods: for this study, we considered elements from the mathematical working space (WAT) theory, Blum and Borromeo’s modeling cycle, as well as aspects of didactic engineering, as theoretical and methodological basis. Result: the a priori and a posteriori task is presented in three phases. The article shows the development of a student named Augusto. Conclusions: answers to the task posed to students showed the activation of the semiotic and instrumental genesis and the possible activation of the semiotic-instrumental plane in students’ personal MWS when they developed the task.

Objective: The paper aims at illustrating mathematics problem solving through a method devised by the authors based on the inductive interpretation of the problem and on the inductive-deductive reasoning. Methods: The methodology used to conduct the research combines qualitative and quantitative methods by means of an alternative developed by Alvarez et al. (2018) that integrates exploratory-inductive, validating-inductive and demonstrating-deducting procedures. Results: The study proves that the devised method is distinguished by its emphasis on the relation between the interpretative statement, the inductive generalization of the speculated solution and its deductive validation Conclusion: The authors arrived at the conclusion that the illustrated method positively influences the development of students’ mathematical problem-solving skills.

Objective: The paper aims at describing the structure of the systemic conception representing the logic of ethical and environmental education of biology teacher trainees. Methods: The authors rely on theoretical methods to devise a framework of the conception mentioned above. The systemic structural and functional method was used to examine the object of study structure, its constituent components, their function and hierarchical relations. Modeling allows to configure the systematic relation. Results: The authors outline a systematized model ethical component of environmental education of biology teachers. This model comprises three main processes: the learning of ethic and environmental knowledge, the axiological orientation of the environmental education, and the contextualization of bioethical and environmental education procedures. The coordinate interrelation of these processes favor moral reflexing and the integrity of ethical and environmental education of teachers. Conclusions: The systemic conception representing the logic of ethical and environmental education of biology teacher trainees comprises three processes: the learning of bioethical and environmental knowledge, the axiological and environmental orientation, and the contextualization of bioethical procedures of environmental education. By recognizing the interrelation of such process, the authors were able to reveal the environmental ethic integrity as resulting qualification.

Objective: The paper aims at assessing the environmental Agricultural Technical schools students and teachers beliefs about the environment intended to improve professional training of graduates. Methods: The researchers rely on the Scale of New Ecological Paradigm with 16 items modified for Spanish speakers and the Semantic Differential with 13 pairs of adjectives given to a sample of 72 students and 60 teachers from the Polytechnic Agricultural Institutes Alvaro Barba Machado and Martires de Pino Tres. Result: The scale of the New Ecological Paradigm proved to be reliable in the conditions of Cuba. The analysis reveals there are at least three types of students beliefs (moderate ecocentric, ecocentric-bioethic and anthropocentric), whereas teachers beliefs are characterized by ecocentrism, anthropocentrism, naturalism and awareness of the limits of natural resources. Conclusion: There are differences between teachers and students in relation to their beliefs. The maturity and large experience of the former can be used in the training of students. Postgradute education might be a way to overcome the anthropocentric so that education would be more effective.

Objective: This paper explains the theoretical conception involved in the development a creative competence for environmental education by biology teachers’ trainees giving emphasis to its framework. Methods: The authoresses rely on analytic-synthetic, inductive-deductive methods, as well as on the systemic and the functional structural systemic approaches to construct the theoretical framework and to devise the systematic conception mentioned above. Result: The finding is a description of the process of the teacher trainees’ environmental education creative competence. This process is fostered by connecting creativity to environmental education, arising an innovating atmosphere, and stimulating personal resources. Conclusion: The development of the creative competence for environmental education is possible on the basis of a systematic conception connecting the comprehension of the environmental creative context, a creative approach to environmental education and the innovative environmental transformation.

Objective: This article aimsat illustrating teachers the procedures to be used to develop reading comprehension based on professional approach to teacher trainees and cooperative learning Method: The authoresses rely on systematizing experiences, observation as an empirical technique and modeling to devise the new procedures to be used in reading from a professional perspective. Results: The proposed procedures are the main finding of the research herein described. Conclusion:The realization of a comprehensive reading requires task planning, promotion of reflective thinking, and interaction of the reader with the text from the perspective of the modes of action of the professional

Objective: This article aims as at appreciating the significance of Rafael Sixto Casado contribution to education and society at San Anacleto School in socio-historical context of the second half of the 19th century and its impact on social progress. Methods: The author relies on documentary analysis by reviewing the collections of "José Martí" National Library, the National Archive, the Museum of Education and other institutions. A survey given to teachers and students completed the such collection. Results: Rafael Sixto Casados pedagogical ideas is preserved in books and other papers of his own. He worked as a teacher and school principal, wrote several school textbooks used along the country and devised the San Anacleto School curriculum. The students he mentored soon become relevant representative of culture and politics in Cuba. Conclusions: The pedagogical work of Rafael Sixto Casado at San Anacleto School represented the continuity of José de la Luz y Caballero pedagogical tradition