| Summary: | The paper aims at describing a methodology on the basis of multidimensional independent study of Ecological Geneticscontents as a component of the formative process of Biology teachers and its corresponding phases. It starts by presenting a framework that, together with empirical methods, makes it possible to systematize and conceptualize the terms of multidimensional learning tasksand poly-perspective self-management of independent learning; additionally, it argues the importance of viewing education and instruction in Ecological Genetics as a complex system. The methodology is currently being used with senior students of careers related to biology. It was previously assessed by field specialist and graded with high ranks. The main finding is the proposed methodology, characterized by the multidimensional approach of independent work, that comprises several dimensions of the educational process: students’ prior knowledge, individual metacognitive strategies, personal objectives and commitment. To achieve such purposes, the authors are proposing a methodology of their own based on the multidimensional adductive progression method.
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