Abstract

The effectiveness of collaborative learning, problem-based learning and inquiry in first-year students is studied. Secondary in the subject of biology, in a private school in Concepción, with the purpose of analyzing its incidence in scientific reasoning and academic performance. The design of the research is quasi-experimental with pre and posttest for three study groups. The results indicate a positive influence of all the methodologies in the students' scientific reasoning, being statistically significant for the hypothetic-deductive reasoning, but not for the empirical-inductive reasoning and in transition. Collaborative learning and inquiry showed a statistically significant increase in academic performance in the learning of the concepts of enzymes, photosynthesis and cellular respiration. When comparing the effectiveness of the three methodologies with academic performance, collaborative learning is more effective in relation to problem-based learning and inquiry about PBL. In the case of collaborative learning and inquiry, no statistically significant differences are evidenced. It is necessary to promote the use of active methodologies that allow students to build their learning about problems using the way of reasoning proper to science in other subjects with the guidance of their teacher.