Collaboratively write a problem-solving report in the area of Biology problems to learn the discipline

ABSTRACT The aim of this case study is to determine the learning obtained by university students who carry out a written work in the area of Biology as a team using the Problem-Based Learning methodology (Meza et al., 2019; Rodríguez & Fernández, 2017). Data (oral and written) are collected inside and outside the classroom in relation to both the process of written composition and learning (regulatory and disciplinary), as well as the final textual product. The results of the content analysis of the data show that students’ learning takes place in three spaces of enculturation (Prior y Bilbrio, 2012), in relation to 1) academic-scientific discourse, 2) with the regulatory processes (self- and co-regulation) (Allal, 2018, 2019) when writing this discourse in groups, and 3) with the construction of disciplinary knowledge. We conclude that the enculturation procedures in each of these three types of skills must be made explicit for the resolution of the scientific problem to be possible.