Abstract
Scientific training in secondary education must involve the use of scientific knowledge to identify problems, acquire new knowledge, explain scientific phenomena and draw conclusions from tests, capacities that can present difficulties for students. School research and socio-scientific problem solving allow the development of these cognitive skills, necessary for the reasoned decision-making of an active citizenry. That is why the main purpose of this work is to evaluate the degree of acquisition of some of them through a range of different activities progressively sequenced according to the required autonomy. Specifically, activities with increasing difficulty progression regarding the interpretation of the meaning of the terms hypothesis, variable, experimental design and conclusions have been implemented in two groups of students aged 14 and 15, taking the subjects of Physics and Chemistry and Technology, compulsory in both courses. A questionnaire (pre-test and posttest) has been used to analyze learning, which includes presumed both closed and semi-open. The results show a better capacity of the student in the use of the skills addressed in the activities. Likewise, differences in learning are observed between both groups of students that can be attributed to their educational level.
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