Learning significant critical of contents of health education in students of biology of the University Upel , Caracas, Venezuela

Abstract

Research conducted to address deficiencies of student’s conceptual course Health Education (EPS) career training teachers of Biology UPEL-IPC. The aim was to encourage meaningful learning content critical of the semester students EpS in 2013-U. framed in the qualitative-interpretive paradigm that responds to a participatory action research (IAP) where techniques and instruments (conceptual maps, interview scripts, validated questionnaires) were used to record and interpret information at different times of application of the educational intervention research designed considering the principles of Meaningful Learning Critical Moreira. The content was adjusted to national and international trends Health and EPs. The analysis of results allowed to highlight the need to update the program EpS, following agreements in the field of scientific and teaching and training students in Health and EPs. In the educational intervention built from the IAP they participated teachers, students and experts. The results of its application evolution of meanings show differences in their conceptual progressivity and evidence of meaningful learning.