Introduction:

in the middle of XXI Century, it is not possible to deal with the educational phenomenon without full knowledge that the development of the cognitive independence in the students is a vital need.

Objective:

to design a system of integrative tasks based on the theoretical conceptions about the teaching task defined to the contents of the Topic-2 for the subject: Cell, Tissues and Integumentary System.

Methods:

the difficulties that arose in the methodological spaces were taken into account in the design of the methodological strategy. A pedagogical experiment was carried out. The system of teaching task included 25 students chosen at simple random sample after the guiding lecture was taught and before the seminar of the topic; their qualifications were compared with other group of students who were taught the guiding lecture and not the system of tasks, both groups were informed of the bibliography to be consulted and the guide to study was given.

Results:

the teaching tasks assigned to students encouraged them to the active search for information, achieving greater cognitive independence and creativity and reaching better qualifications. It was evidenced a better interdisciplinary relation giving solution to the wide-ranging problems they will find in their future professional practice. The development of thinking skills was achieved.

Conclusions:

the pedagogical experiment showed that the system of teaching tasks allows the integration of students into the academic, research and work activities, nourished by the experiences accumulated in the professional order, so that they acquire basic knowledge and skills to appropriate the competent professional mode of action.

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