Biological Sciences Course Research Articles

4년제 간호교육기관의 기초간호학 4개 교과목(인체 구조와 기능, 병원미생물학, 병태생리학, 약물의 기전과 효과) 운영 현황

Purpose: The purpose of this study was to review the curriculum on biological nursing: structure and function of the human body, clinical microbiology, pathophysiology, and function and effect of drugs. Methods: Data was collected by searching and reviewing internet websites of 102 nursing schools or universities which provide 4 years nursing education in the Republic of Korea. The 74 curriculum on biological nursing science were available and analyzed by title, credits, hours, types of major (core or selective), offering semester, and laboratory practice. Results: The titles of 4 courses were diverse and were offered as core major (core requisites) or selective major. Structure and function of human body was offered in priority with more credits. Laboratory practice was poorly established in most courses. Biological nursing science courses were mostly taught in the second semester of the first year and the first or second semester of second year nursing education courses. Conclusion: There is a need to standardize the curriculum on biological nursing science and to expand the use of titles proposed by academic society. Also further research is necessary to identify curriculum details and to reflect the needs of professors.

The Use of Internet-Based Social Media as a Tool in Enhancing Student’s Learning Experiences in Biological Sciences

<p>This study explored the use of social media as a tool in enhancing student’s learning experiences, by using online instruction as a supplement to a face-to-face general education course, such as biological sciences. Survey data were collected from 186 students who were enrolled in a Biological Sciences course. The course was taught in a blended format using Facebook and Edmodo online social networks. A four point Likert scale was used to interpret the data collected. Findings indicated that, when traditional face-to-face instruction was combined with online components, students’ learning was enhanced. Findings from this study indicate that students had better experience, better engagement, and appreciated both the social learning experience gave by the online social network. Results revealed that students through student-student interaction and student-teacher interaction enhance their own experiences and improved their learning ability. The findings were used as bases in developing new practices and methodologies involving social networking tools for learning. Moreover, findings were used to design a blended format syllabus and blended learning guidelines.</p>

Saberes necessários ao bom professor: dizeres de licenciandos e estudantes da Educação Básica

http://dx.doi.org/10.5902/198464445700 Este estudo traz resultados da reflexão comparativa entre fatores que licenciandos e estudantes da Educação Básica consideram essenciais para o bom professor. Entendemos que processos de ensino e de aprendizagem exigem para além dos conhecimentos específicos de professor. Tais processos impõem o estabelecimento de interações de ordem não cognitivas podendo ser afetivas, motivadoras ou dialógicas. Para tanto, discutimos questões relacionadas a habilidades e saberes necessários ao desenvolvimento de um ensino que promova condições para uma aprendizagem real. A metodologia constituiu-se de questionários aplicados a licenciandos dos cursos de Química, Física e Biologia e a estudantes da Educação Básica. Resultados indicam que, além dos saberes daqueles que ensinam, a afetividade, o diálogo e a motivação são indispensáveis para o desenvolvimento da prática docente e para a constituição do professor.

Exploring Hybrid Instruction in Science: Using LMS for Contextual, Interdisciplinary Active Learning Enrichment

Learning Management Systems are instructional platforms that offer opportunities to address the development of core competencies across disciplines. The emergence of instructional models which place greater emphasis on core skill development in science education help to build interdisciplinary communities through curricular connectivity and complementary contextual learning applications. Herein we report on an interconnected core concept and skills approach combining the blended structured use of the Learning Management System (LMS) with a core curricular context for biology and chemistry content. This hybrid was applied to the entry chemistry course for science majors. The threefold interconnected biology-chemistry core concept umbrella areas are Chemical Identity/Matter Classification, the Mole Concept, and Energy. A web-facilitated pedagogy was utilized for the complementary entry-level biological science course. The results provide preliminary evidence of the potential of this instructional approach as a means to both build interdisciplinary community in STEM education and innovate instruction for improved learning outcomes.

Leitura e Interpretação de Dados Prontos em um Ambiente de Modelagem e Tecnologias Digitais: o mosaico em movimento

Neste artigo, analisamos a leitura e a interpretação de dados prontos coletados por alunos para desenvolverem projetos de modelagem. Consideramos dados prontos as informações coletadas na Internet, como um gráfico ou uma fórmula, sem maiores explicações de como foram geradas. Com isso, repensamos o mosaico de pesquisas do GPIMEM, grupo de pesquisa ao qual pertencemos e que desenvolve pesquisas sobre modelagem e informática há cerca de vinte anos. Na análise, privilegiamos a apresentação oral e o relatório escrito de um grupo de alunas do Curso de Ciências Biológicas da Universidade Estadual Paulista (UNESP). Os dados prontos sugerem uma nova faceta na relação entre tecnologias digitais e modelagem: eles parecem ser tratados de maneira idêntica a dados empíricos usualmente coletados em outros trabalhos de modelagem encontrados na literatura. Assim, o mosaico de pesquisas sobre o tema ganha novas dimensões na medida em que a Internet parece modificar a própria noção do que são dados.

O Facebook como Instrumento de Interação entre o Curso de Ciências Biológicas e Alunos

É crescente a utilização das redes sociais nos últimos tempos. Essas redes são estruturas compostas por pessoas que possuam objetivos ou características em comum. Dentre essas estruturas destacam-se principalmente as redes sociais virtuais tais como o Facebook, uma das mais populares na atualidade.

Representações sociais sobre informação e conhecimento na educação a distância: um estudo de caso na UFMG

This article presents the concepts of information and knowledge adopted by undergraduates, professors and assistant teachers from the distance education in the undergraduate courses in Biological Sciences and Mathematics at Federal University of Minas Gerais (UFMG). The social representations were systematized in the study that investigated the formation of informational culture in the distance education modality. It was used as a theoretical framework the Social Representation Theory and the technique of CSD (Discourse of the Collective Subject) developed by Lefèvre and Lefèvre. According to the social representations of research subjects, information is the basis for the construction of knowledge and is understood as a human phenomenon that relates to the production of meaning. The systematic knowledge is the information that can be socially communicated.

Representações sociais sobre informação e conhecimento na educação a distância: um estudo de caso na UFMG

Este artigo apresenta os conceitos de informação e conhecimento adotados por alunos, professores e tutores oriundos dos cursos de graduação na modalidade de educação a distância em Ciências Biológicas e Matemática da Universidade Federal de Minas Gerais (UFMG). As representações sociais foram sistematizadas no estudo que investigou a formação da cultura informacional na modalidade de educação a distância. Foram utilizadas como referencial teórico a Teoria das Representações Sociais e a técnica do Discurso do Sujeito Coletivo (DSC), desenvolvida por Lefevre e Lefevre. De acordo com as representações sociais dos sujeitos da pesquisa, a informação é a base para a construção do conhecimento e é compreendida como um fenômeno humano que se relaciona à produção de sentido. O conhecimento sistemático é compreendido como a informação que pode ser socialmente transmitida.

Designing a laboratory‐based microscopic anatomy class for undergraduates

Undergraduate students who are preparing for dental school at Wellesley College petitioned for training in human microscopic anatomy. Although such a course exists in the Biological Sciences course catalog, it had not been offered for two years, and was scheduled to be eliminated from the catalog, In response to the students’ petition, I designed a laboratory‐only course focusing on close observation and critical thinking. Students were challenged to seek out sources for their learning about cells, tissue types, and organ anatomy, to supplement class presentations and discussions. Tests consisted of clinical case studies which the students interpreted and related to their laboratory studies. The final project was a poster, incorporating information from a clinical case study, which contrasted the appearance of normal human tissues with pathological specimens. The posters were submitted for presentation in Wellesley's undergraduate research conference. Students have now petitioned for an advanced microscopic anatomy course in systems anatomy and pathology.

A FEIRA DE CIÊNCIAS COMO AUXÍLIO PARA A FORMAÇÃO INICIAL DE PROFESSORES DE CIÊNCIAS E BIOLOGIA

The aim of this study was to analyze the importance of preparation and participation in Science Fairs for the initial training of science and biology teachers of an undergraduate degree course in Biological Sciences (UNESP, Ilha Solteira - SP). After each Science Fair (between the years of 2006 and 2010) a moment of reflection and evaluation was held among the participating students and the teacher-adviser, and the data collection was accomplished through a questionnaire containing four open questions. The analysis of responses was performed using qualitative textual analysis with clusters into categories. Ninety-seven students from the forth and fifth years of the mentioned course took part in it. Taking the students responses into account, it was possible to infer the importance of preparation and participation in events such as Science Fairs in initial teacher training, making them more qualified for the different activities and different interlocutors who will be part of their future careers. Key words : initial teacher training, Science Fair, teaching practice.

Em defesa da leitura de textos históricos na formação de professores de ciências

Analisa-se neste artigo o trabalho com um texto que relata o histórico da construção do conceito "fotossíntese", lido por alunos do curso de Ciências Biológicas, em que se solicitou o destaque daquilo que julgaram mais interessante no texto. Tomando a leitura como prática discursiva e mediante as respostas fornecidas, foi possível observar manifestações em relação ao desenvolvimento da ciência, no que se refere ao tempo para sua construção, à interação entre os conhecimentos, à relação com a tecnologia, à simplicidade do pensamento.

Comparison of the training effects of interactive multimedia (CDs) and non-interactive media (films) on increasing learning speed, accuracy and memorization in biological science course

Abstract The present research aimed to compare the training effects of interactive multimedia devices and non-interactive media ones to see if there is any increase in cognitive tempo and learning accuracy.Samples included 60 females of first grade in control and experimental groups selected by cluster random sampling. Cognitive Tempo Test and Pearon Accuracy Tool Test were used. Results showed there is a significant difference between two groups in learning speed but there were not any significant difference between two groups in learning accuracy and amount of memorized material.

Discursos sobre homossexualidade e gênero na formação docente em biologia

Este artigo pretende discutir concepções sobre gênero e sexualidade na formação em ciências biológicas. Para tanto, foram aplicados questionários com questões sobre esses temas aos/às graduandos/as do Curso de Ciências Biológicas da Universidade Federal do Paraná. Os resultados apontaram para a rejeição de posições preconceituosas a respeito das minorias sexuais e de gênero. Por outro lado, as respostas também indicaram alguns problemas: a noção da homossexualidade como algo contagioso permanece, e a indiferença e o desinteresse criam obstáculos para uma melhor aceitação da diversidade sexual. Por fim, discute-se a influência das disciplinas de licenciatura nos resultados e as possibilidades de mudanças curriculares na capacitação de docentes em ciências biológicas para lecionar sobre gênero e diversidade sexual.

Communication Skills for the Biosciences: A Graduate Guide. By Aysha Divan. Oxford and New York: Oxford University Press. $49.95 (paper). xvii + 270 p.; ill.; index. ISBN: 978‐0‐19‐922635‐1. 2009.

[Extract] This volume would be an ideal resource for developing and structuring a new graduate student course in the biological sciences. The information conveyed is up to date, well organized, and imperative for today's scientists, both young and established. While perusing the book, I found myself wishing I had it as a reference, or had taken a course developed around this volume, when I began my Master's Degree, let alone throughout my Ph.D. Now, postgraduate, I have found Divan's work to be a useful reference tool.

Using concept maps in teaching microbiology.

This article is intended for faculty teaching microbiology and other biological science courses, and is applicable to both the classroom and the laboratory. Concept maps are graphical tools for presenting knowledge concepts and the relationship between these concepts in a graphical, hierarchical fashion. Cross-links are further used to illustrate the relationships between the various segments of the concept map.

Building confidence: An exploration of nurses undertaking a postgraduate biological science course

This study aimed to explore the impact of studying biological science at a postgraduate level and how this impacted on nursing practice. The term biological sciences in this research encompasses elements of physiology, genetics, biochemistry and pathophysiology. Method: A qualitative research study was designed, that involved the dissemination of a pre- and post-course semi-structured questionnaire for a biological science course, as part of a Master of Nursing programme at a New Zealand University, thus exploring the impact of undertaking a postgraduate biological sciences course. The responses were analysed into themes, based on interpretive concepts. Results: The primary themes revealed improvement in confidence as: confidence in communication, confidence in linking nursing theoretical knowledge to practice and confidence in clinical nursing knowledge. Conclusion: This study highlights the need to privilege clinically-derived nursing knowledge, and that confidence in this nursing knowledge and clinical practice can be instilled through employing the model of theoryguided practice.

Teaching of introductory courses in biological sciences may require additional measures by teachers

Teaching of introductory courses in biological sciences can be a new experience for some teachers. Students enrolled in these courses are usually young and most likely new to the academic environment, thus are in need of attentive guidance. Explaining the relevance of the course to the academic program that the student has chosen is an essential measure. Based on experience in teaching such courses at the university level and at different geographical locations, some additional measures by teachers are thought to benefit the education process. These measures include: 1) the course syllabus and learning objectives must be discussed with students in class; 2) teachers ought to provide a course calendar that contains dates of significant activities and events; 3) an initial simple questionnaire about educational background is to be completed by each student, which involves: student identity, related courses taken or being taken concurrently with the course being taught, why the student is taking this course?, and what does the student expect from the course?; 4) reminders should be made to students about deadlines for major assignments and dates of events and examinations, even if provided in the course calendar or syllabus; and 5) an anonymous feedback form is to be completed by students at the end of the course, which contains questions such as: how did the content of the course affect student's general and specific awareness of the subject matter?, what did the student like the most about the course?, what did not the student like about the course?, any suggestions for improving the course, and to make comments about the course or its teacher. Also, the use of a course‐specific e‐mail account or another available electronic medium can be of multiple benefits, which include the enhancement of communication among students and their teacher.

Using Concept Maps in Teaching Microbiology

This article is intended for faculty teaching microbiology and other biological science courses, and is applicable to both the classroom and the laboratory. Concept maps are graphical tools for presenting knowledge concepts and the relationship between these concepts in a graphical, hierarchical fashion. Cross-links are further used to illustrate the relationships between the various segments of the concept map.

O ingresso de alunos trabalhadores no curso noturno de Ciências Biológicas na UEM: inclusão ou exclusão?

The access of worker students in the Nocturnal Biological Sciences Course at UEM: inclusion or exclusion? It was surveyed the characteristics of prospect and enroled students in the Biological Sciences (integral and nocturnal) course at Maringa State University, between 1996 to 2000. Some characteristics (social, economic and cultural) were compared between the two groups of students (prospect and enroled). A great deal of prospect students to the nocturnal course presented the expected characteristics, they were worker students without the possibility to dedicate totally to university. However, a considerable part of the enroled students in the nocturnal course (like the students enroled in the integral course), does not work and have dedicated part of their time to research, teaching and/or extension activities. The exclusion of young workers from public universities could be related to the quiz needed to the enroled. Because young workes have to choose between professional carrier and /or continue studying in private universities. It is suggested a more democratic way to be enroled in colleges, such as increase the number of seats and better integrate educators from high school and colleges. This would allow the students to better understand, think and evaluate questions related to his education.

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BioTechniquesVol. 43, No. 2 WebWatchOpen AccessWebWatchKevin AhernKevin AhernSearch for more papers by this authorPublished Online:16 May 2018https://doi.org/10.2144/000112523AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail Giving Life to BiologyCatering to instructors of beginning biological science courses, the Baylor College of Medicine's popular BioEd Online collection is an oasis in a desert of need. With media offerings that include video, audio, and slide presentations and topics covering diverse topics in modern biological science, BioEd Online has the content necessary to provide up-to-date instruction in modern biology classes. High school and beginning college instructors alike will welcome expert presentations on the current topics of cloning, stem cells, animal behavior, infectious diseases, gene manipulation, and childhood obesity that they can bring to their students. A news section, entitled “Hot Topics in Biology” keeps everyone up to date, and the Discussions section keeps participants in touch with each other and provides opportunities for further dialogues on the topics.@ www.bioedonline.orgOf Chemicals, Genes, and DiseaseThat chemicals have effects on genes is not disputed, nor that the environment is awash in a sea of these compounds. Mix the genes of human beings with an equal number of compounds (yielding over 40,000 interactions), and you've got an enormous body of information. Stepping up to the plate is the Comparative Toxicogenomics Database (CTD), which hits a home run in the subject by delivering important references to researchers on the topics of disease, gene/chemical interactions, effects of chemicals on cellular function, and cross-species observations. Powerful, yet easy-to-use search systems, combined with hyperlinked results put valuable information in the hands of researchers in seconds. A godsend for anyone working in or interested in the rapidly expanding field of toxicogenomics.@ ctd.mdibl.orgTurning the Pages of HistoryGo back. Go way back in the history of scientific investigation and you'll discover some of the earliest significant writings concerned plants. From Carolus Linnaeus to J.D. Hooker, the works of the early botanists form an important part of the foundation of modern science. The Botanicus Digital Library recognizes and brings to life some of these early, classic writings of the masters of botany. With a collection dating to 1623, Botanicus delivers not just summaries of almost 200 original works, but actual scans of the documents. A treasure trove for history buffs and plant lovers alike, the Botanicus Digital Library is produced by the Missouri Botanical Garden Library with support from the W.M. Keck and Andrew W. Mellon Foundations.@ www.botanicus.orgInvention ConventionBuying and selling of consumer goods is easy. You go to the market, make your choices, swipe the debit/credit card, take your goods home, and enjoy them. It's as simple as that. However, what if what you want to buy/sell is not a product, but instead an idea/invention? That's a different can of worms and a question a group of entrepreneurs asked themselves. The answer they came up with is called Techquisition. Specializing in connecting buyers and sellers of intellectual property (IP) relating to technology, Techquisition is a new enterprise (launched in July, 2006) with a cost (free) that will likely facilitate interactions of IP players via its hands-off approach to its clientele. An interesting philosophy for an often high-pressure environment.@ www.techquisition.comMaking Missense/Nonsense SenseMutation makes the world go 'round or so it seems, from a biological perspective. Relatively minor molecular changes in protein function or quantity can, in many cases, present themselves as larger, organismal issues, resulting in disease or other problems. At the Human Gene Mutation Database, hosted at Cardiff University, visitors can learn about the relationships between mutation and disease (after free registration for academics) by accessing data on over 50,000 genes grouped according to type/effect of mutation (missense/nonsense, splice, regulatory, deletion, insertion, rearrangement, repeat variation). Data can also be retrieved by disease, OMIM number, gene symbol, and description.@ www.hgmd.cf.ac.uk/ac/index.phpFiguresReferencesRelatedDetails Vol. 43, No. 2 Follow us on social media for the latest updates Metrics Downloaded 144 times History Published online 16 May 2018 Published in print August 2007 Information© 2007 Author(s)PDF download