Biological Sciences Course Research Articles

Teaching Race (Bioculturally) Matters: A Visual Approach for College Biology Courses

Race and racism are considered standard subject matter in introductory college courses in the social sciences, but remain relatively absent in biological science courses (Donovan, 2015; Morning, 2011). Given a resurgence of biologically deterministic racial science (e.g., Risch et al., 2002; Shiao et al., 2012) and ongoing racial tensions in the United States, it is imperative that biology professors actively engage students in introductory and upper-level courses. This paper presents a tested approach used in an introductory natural science course (for undergraduate, non-science majors) at a mid-sized regional university. A biocultural focus is advocated for teaching about the fallacies (i.e., biological race concept) and realities of race (i.e., racism) (e.g., see Gravlee, 2009; Thompson, 2006). Further, an emphasis is placed on using a visual approach for relaying these complex and sensitive topics.

The Efficacy of a Practical Activity in the Construction of Knowledge of the Concepts of Species and Phenotypic Plasticity Using the Boldo Mirim (<i>Plectranthus neochilus</i> Schltr.)

The analyses efficacy of a practical activity addressing the measure of morphological characteristics of Boldo Mirim (Miniature Boldo), (Plectranthus neochilus Schltr.) which were cultivated in two conditions of solar intensity (50% and 100%), involved two professors and 7 students who participated at different ways in planning, performing and evaluating the results. This activity was carried out in 49 students matriculated in the discipline Botany II of 1st semester of the Biological Sciences course of UFF. The objective of the present study was to foment the construction of a significant learning about concept of specie and phenotypic plasticity. To perform the measurements on the leaves: 1) the foliar areas by two methods (weigh and counting); 2) the internode distance; and 3) the presence of trichome, two types of papers (baking and millimetric) and basic equipment such as manual calibration caliper (mm), precision analytical balance (0.001 g) and a monocular stereoscope (40×) were provided. It was verified that with the reduction in the availability of solar light, the Boldo Mirim increases its leaf area and the distance internodes for the best use of the luminosity in the photosynthetic process, whereas in conditions of full sunshine this plant invests less in leaf area and reduces the distance between leaves that are practically superimposed to avoid stress due to excess of light. After following the proposed protocol, the questionnaire with 12 questions about the plant’s characteristics, the concepts of species and of phenotypic plasticity, and the effectiveness of the practical activity were applied to the 14 groups of 3 to 4 students from the total of 49 ones. The correlation coefficients obtained from the comparison of the two methods used to measure the foliar area (weight and counting) was positive and significant for Branch type 1 (from plant raised at 100% of solar intensity: r = 0.806, n = 10; p ≤ 0.005) and for Branch type 2 (from plant raised at 50% of solar intensity: r = 0.755, n = 10; p ≤ 0.005) as well. These results revealed that the proposal of the practice reached its goals. However, the critics of the 49 target students fell mainly on the restriction of the available time to the practical activity. In conclusion, the activity involvement revealed that the practical activity achieved its purpose. Thus, all the 56 students involved were able to construct the knowledge about the scientific methods, the concepts of species and phenotypic plasticity, and the therapeutic applicability of the Mirim Boldo, within a critical vision of the teaching-learning process.

Constructos em narrativas do ser e do se fazer docente

As memórias representam um recurso de (re) significação do passado que na relação dialógica com o presente se reconstrói. Interessa-nos aqui ponderar sobre as histórias, as lembranças e as memórias de escolarização, no sentido de responder a seguinte pergunta de pesquisa: que aspectos são revelados do processo de escolarização, de alunos em formação inicial, que expressam os significados do ser e do se fazer docente? O trabalho de pesquisa configurou-se como pesquisa-ação, no âmbito do módulo de Prática de Ensino I, junto a dez licenciandos do Curso de Ciências Biológicas, da Universidade Federal do Pará. No contexto aqui adotado, a narrativa escrita, materializada em um memorial de formação, constituiu-se opção metodológica de pesquisa, na constituição dos dados, e de formação de professores. Nas narrativas escritas os alunos ganharam crescentemente voz, refletiram sobre si mesmos, expondo sua objetividade e subjetividade, exprimiram aspectos afeitos do ser e do se fazer docente.

Environmental education relating to solid contaminants waste collection produced in the Federal University of Piauí

This work was proposed by means of the results, discuss the main environmental impacts that contaminants can cause waste, and to whether the academic population is aware of the work done by the institution within the CPCE campus. This study was conducted at the Federal University of Piauí (UFPI), Campus Professor Cinobelina Elvas/CPCE in Bom Jesus/PI. For survey data collection was used interviews with ten students, three teachers, and they of Degree Courses in Biological Sciences, Forestry, Animal Husbandry and five employee CPCE. The interview was based on a questionnaire with direct approaches to the subject. When asked if the work done by the University may provide some change on campus, 100% of respondents answered "yes." Regarding the teachers interrogated the UFPI is collecting toxic residues, 66.67% of the answers were "yes." In relation to employees who agreed to answer the questionnaire, 100% answered "yes" to the same question. Therefore, the paper discusses about the main environmental impacts caused by improper disposal of solid waste with potential contaminant and also highlights environmental problem solutions caused by hazardous waste with heavy metals.

Discurso, ideologia e ensino na contemporaneidade: a Escola como lugar (e não-lugar) de interpretação urbana e social

Este estudo investiga seis diários de estágio produzidos por licenciandos do Curso de Ciências Biológicas que descrevem as observações realizadas sobre uma Escola Pública e tem por objetivo observar como os mecanismos ideológicos que se confrontam no espaço escolar emergem nessas descrições. Para isso, aproximamos a Escola da Cidade, analisando o entrelaçamento entre o mundo do ensino e a realidade dos sujeitos a partir da Análise de Discurso, em especial os conceitos de Ideologia, de Discurso Urbano e dos conceitos antropológicos de Lugar (espaço em que há relação entre identitário, relacional e histórico) e Não-Lugar (ilustrado pela relação de distanciamento). Observamos que os estagiários apontam a Escola em meio a uma crise de lugar identitário, relacional e histórico. Crise em que as noções de lugar e não-lugar coexistem no mesmo espaço, ao mesmo tempo. Destaca-se que na produção do conhecimento escolar e na formação de professores não se pode pensar em práticas, mas em práxis (ações históricas, dialógicas e dialéticas), concebendo a Escola como espaço multifacetado, produtor de discursos e ideologias, em que as provisoriedades, os conflitos, as pluralidades, crises e rupturas se entrecruzam.

Scientific Writing Made Easy: A Step‐by‐Step Guide to Undergraduate Writing in the Biological Sciences

AbstractScientific writing, while an indispensable step of the scientific process, is often overlooked in undergraduate courses in favor of maximizing class time devoted to scientific concepts. However, the ability to effectively communicate research findings is crucial for success in the biological sciences. Graduate students are encouraged to publish early and often, and professional scientists are generally evaluated by the quantity of articles published and the number of citations those articles receive. It is therefore important that undergraduate students receive a solid foundation in scientific writing early in their academic careers. In order to increase the emphasis on effective writing in the classroom, we assembled a succinct step‐by‐Step guide to scientific writing that can be directly disseminated to undergraduates enrolled in biological science courses. The guide breaks down the scientific writing process into easily digestible pieces, providing concrete examples that students can refer to when preparing a scientific manuscript or laboratory report. By increasing undergraduate exposure to the scientific writing process, we hope to better prepare undergraduates for graduate school and productive careers in the biological sciences.

As possibilidades da inclusão do aluno surdo no curso de Ciências Biológicas

As dificuldades ou limitações na educação dos surdos sempre foram motivos de inquietações, principalmente quando se trata de incluir estes alunos no espaço acadêmico. A falta de conhecimento sobre as diferenças que separam ouvintes e surdos ainda é um tabu para as pessoas que não participam de sua cultura ou forma de comunicação. Pensando neste momento de interação é que esta pesquisa objetivou avaliar as condições e as necessidades de um aluno surdo durante as aulas teóricas e práticas do Curso de Ciências Biológicas UFU-FACIP. Participaram da pesquisa setenta e cinco discentes, dez docentes e quatro técnicos do Curso de Ciências Biológicas UFU- FACIP e cursos associados. Os resultados da pesquisa apontam aspectos importantes sobre o pouco conhecimento e convivência dos discentes, docentes e técnicos em relação aos surdos, o que torna essa interação uma novidade na Universidade. Concluindo assim que estes apresentaram grandes dificuldades para descrever o impacto da interação com um aluno surdo em sala de aula.

Effectiveness and student perceptions of an active learning activity using a headline news story to enhance in-class learning of cell cycle regulation.

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation, students completed a 10-question multiple-choice quiz before and after engaging in the activity. The activity involved reading of a headline news article published by ScienceDaily.com entitled "One Gene Lost Equals One limb Regained." The name of the gene was deleted from the article and, thus, the end goal of the activity was to determine the gene of interest by the description in the story. The activity included compiling a list of all potential gene candidates before sufficient information was given to identify the gene of interest (p21). A survey was completed to determine student perceptions of the activity. Quiz scores improved by an average of 20% after the activity (40.1 ± 1.95 vs. 59.9 ± 2.14,P< 0.0001,n= 96). Students enjoyed the activity, found the news article interesting, and believed that the activity improved their understanding of cell cycle regulation. The majority of students agreed that the in-class activity piqued their interest for learning the subject matter and also agreed that if they understand a concept during class, they are more likely to want to study that concept outside of class. In conclusion, the activity improved in-class understanding and enhanced interest in cell cycle regulation.

An Active Learning Activity Utilizing a Headline News Story to Engage Students, Enhance Interest, and Improve In‐class Learning of Cell Cycle Regulation

An active learning activity was utilized to engage students and enhance in‐class learning of cell cycle regulation in a Pharm.D. integrated biological sciences course. The aim of the study was to determine the effectiveness and perception of the in‐class activity. Following completion of lecture on the topic of cell cycle regulation, students completed a 10‐question multiple choice quiz before and after engaging in the activity. The activity involved reading of a headline news article published by ScienceDaily.com entitled, “One Gene Lost Equals One limb Regained”. The name of the gene was deleted from the article and, thus, the end goal of the activity was to determine the gene of interest by the description in the story. The activity included compiling a list of all potential gene candidates before sufficient information was given to identify the gene of interest (p53). A survey was completed to determine student perceptions of the activity. Quiz scores improved by an average of 20% after the activity (40.1 ± 1.95 vs 59.9 ± 2.14; p&lt; 0.0001; N= 96). Students enjoyed the activity, found the news article interesting, and believed that the activity improved their understanding of cell cycle regulation. The majority of students agreed that the in‐class activity peaked their interest for learning the subject matter and also agreed that if they understand a concept during class, they are more likely to want to study that concept outside of class. In conclusion, the activity improved in‐class understanding and enhanced interest in cell cycle regulation.Support or Funding InformationNone

Quais Fatores Influenciam a Taxa de Aprovação na Disciplina de Anatomia Humana?

RESUMO A Anatomia Humana (AH) é uma disciplina básica para todos os estudantes dos cursos superiores das áreas da saúde e biológica. A maior parte a considera de conteúdo difícil. O ensino da AH precisa ser repensado no contexto da política atual de acesso amplo ao ensino superior. E corresponder ao dever das instituições de proporcionar ao estudante uma formação de qualidade com vistas à formação de um profissional crítico e de perfil criativo frente às distintas situações do cotidiano. É preciso entender possíveis fatores que levam às elevadas taxas de reprovação nesta disciplina. Portanto, o objetivo do presente estudo foi relacionar o resultado do vestibular/Enem com hábitos de estudo e desejo profissional no desempenho acadêmico da disciplina dos alunos dos cursos de Educação Física, Ciências Biológicas e Nutrição do IF Sudeste MG. Foram entrevistados 129 alunos. A pontuação do vestibular/Enem foi maior entre os aprovados em AH; não houve entre os grupos diferença quantitativa nas horas de estudo e tampouco na escolha do curso, que ocorreu por opção do aluno (versus por falta de opção).

PROTEIN TEACHING: AN APPROACH FOR TEACHER TRAINING APPLIED TO STUDENTS OF THE BIOLOGICAL SCIENCES COURSE AT UFRN

Teaching biochemistry in higher education is increasingly becoming a challenge. It is notoriously difficult for students to assimilate the topic; in addition there are many complaints about the complexity of subjects and a lack of integration with the day-to-day. A recurrent problem in undergraduate courses is the absence of teaching practice in specific disciplines. This work aimed to stimulate students in the biological sciences course who were enrolled in the discipline of MOLECULAR DIVERSITY (MD), to create hypothetical classes focused on basic education highlighting the proteins topic. The methodology was applied in a class that contained 35 students. Seven groups were formed, and each group chose a protein to be used as a source of study for elementary school classes. A lesson plan was created focusing on the methodology that the group would use to manage a class. The class was to be presented orally. Students were induced to be creative and incorporate a teacher figure, and to propose teaching methodologies for research using the CTS approach (Science, Technology and Society). Each group presented a three-dimensional structure of the protein they had chosen, explained their structural features and functions and how they would develop the theme for a class of basic education, and what kind of methodology they would use for this purpose. At the end of the presentations, a questionnaire was given to students in order to evaluate the effectiveness of the methodology in the teaching-learning process. The activity improved the teacher’s training and developed skills and abilities, such as creativity, didactical planning, teaching ability, development of educational models and the use of new technologies. The methodology used in this work was extremely important to the training of future teachers, who were able to better understand the content covered in the discipline and relate it to day-to-day life.

Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school's students who passed the NAPLEX was not statistically different from the national percentage.

Lipid Chirality Revisited: A Change in Lipid Configuration Transforms Membrane-Bound Protein Domains

Since its discovery by Louis Pasteur in 1848 (1), chirality has been—and still is to this day—one major topic for chemists and biochemists alike. Many chirality-related phenomena, from alteration of polarized light to enantioselectivity of enzymes for their substrate, form an integral part of today's university courses in chemical and biological sciences. Similar to the enzymes in charge of their synthesis, phospholipids, glycolipids, and sterols found in biological membranes are chiral. However, even though the effect of chirality on the organization of lipid membranes has been studied (see for example, Weis and McConnell (2)), little is known about the impact of lipid configuration on biological function. In this issue of the Biophysical Journal, Schutte et al. (7) resort to cutting-edge chemical synthesis to generate the unnatural enantiomer of Globotriaosylceramide 3 (Gb3, a glycolipid of established biological importance), and investigate the consequences of changing Gb3 configuration on membrane binding and deformation by Shiga toxin, for which Gb3 is the biological receptor. The Shiga toxin of the bacteria Shigella dysenteriae is a protein that binds Gb3 on the plasma membrane via its B subunit (STxB), and forms membrane-bound protein domains. Importantly, by doing so Shiga toxin induces its own internalization in cells by causing inward curvatures of membranes. This phenomenon is reproduced in vitro by adding STxB to giant unilamellar vesicles (GUVs) containing a small fraction of Gb3, in conditions favoring low membrane tension (3). Like in cells, Gb3 used in in vitro assays is the Gb3-R enantiomer. By replacing Gb3-R with its unnatural enantiomer Gb3-S, Schutte et al. (7) observe that STxB-induced tubulation of GUVs is significantly enhanced, based on experiments with a total of 1253 GUVs. Although the affinity of STxB was the same for Gb3-S as for its natural counterpart, reflectometric interference spectroscopy suggested that the domain height and protein distribution in Gb3-S membranes significantly differed from that in Gb3-R membranes. Those observations were confirmed by atomic force microscopy (AFM) imaging of STxB domains formed in mica-supported planar bila-yers composed of DOPC, DPPC, and Gb3. Taken together, those observation show that, in the words of the authors, .Gb3-R favorably induces large

As histórias em quadrinhos (HQ’s) na formação dos professores de Ciências e Biologia

O objetivo desse texto foi refletir sobre HQ's como recurso didático no ensino de Ciências e Biologia. Da experiência como docente do curso de Ciências Biológicas, ministrando a disciplina Metodologia de Ensino desde 2009, inferimos que as HQ's podem ser úteis na educação, os futuros professores aprovam sua utilização, proporiam que seus alunos elaborassem suas próprias HQ's. Alertamos para a adequação conceitual, pois a utilização da HQ pressupõe corrreção absoluta, salvo nos casos em que o professor deseje comparar ao conceito adequado; para a linguagem, uma vez que muitos cartunistas utilizam uma linguagem chula em suas produções; para a imagem, pois os autores constroem personagens que não são facilmente identificados como pessoas ou são animais desconhecidos; para os valores, pois os quadrinhos podem emitir juízos particulares dos autores.

REFLETINDO SOBRE A INTERAÇÃO UNIVERSIDADE E ESCOLA NA FORMAÇÃO DOCENTE: CAMINHOS DO PIBID BIOLOGIA UEMG/UBÁ

This paper presents reflections on the process of training established in subproject Biological Sciences UEMG / Uba Institutional Program Initiation to Teaching Scholarship (PIBID) which has among its objectives the strengthening of beginners to teaching fellows (undergraduates) with everyday of Education . Questions were the engine of this development work, among these which identities constituted within this subproject ? What is the impact on scholarship front of the school ? Are these graduate teachers when they graduate? And the professional who is already in school, how the project reflects in their daily lives? The empirical field was organized from the documentary analysis ( literature review ) and interviews with students and teachers in the schools that the project operates . This question was born from the environment in which we operate, while teachers of Biological Sciences course UEMG / Uba and coordinators of the project area. In this work our analysis turns to the debate about teacher education seeking to identify, in life experiences by the participants of the subproject PIBID / biological sciences UEMG/Uba what are the identities constructed on the process of teaching and learning and teacher training these future educators . Are constantly adapted and reconfigured airbrushed models and educational curricula, adapting the policy of teacher education to the pattern of development which aims to forge . The PIBID is a project that aims to enable the initiation to teaching students of undergraduate courses so that they can operate under the basic education of the public. The project seeks to instill these future teachers to theories ranging from along the degree course there is a better approach to the reality of the classroom . The PIBID search not only the best training that teacher, but also a contribution to the schools awarded the project. The Activity of Biological Sciences UEMG/Uba is constituted from the institutional design: the degrees UEMG and basic education: building knowledge and teaching practices , proposing the teaching of biology in high school, in order to facilitate the expansion of skills and expertise in biological sciences students of this level.

AS REPRESENTAÇÕES SOCIAIS DOS LICENCIANDOS EM CIÊNCIAS BIOLÓGICAS SOBRE O SER BIÓLOGO E O SER PROFESSOR

O artigo analisa as Representações Sociais (RS) construídas no cotidiano da formação inicial dos licenciandos em Ciências Biológicas. As informações derivam de questionário aplicado aos alunos do 1º ao 4º ano (n=138) em 2010. Os dados coletados foram processados pelos softwares Evoc e Simi. Os conceitos de habitus, proposto por Bourdieu, de RS, por Moscovici, e núcleo central das RS, por Abric, subsidiam a análise. O núcleo central da RS de biólogo mostrou-se homogêneo em torno do elemento pesquisador. A representação de professor, mais abstrata e heterogênea, se estrutura em torno dos elementos educador e conhecimento. A docência manifestou-se como construção arraigada na trajetória escolar e na área de conhecimento sem alterar-se significativamente durante a formação inicial.

Portuguese

A opcao dos estudantes por um curso de graduacao em licenciatura envolve varios fatores. Porem, muitas vezes, os jovens nao estao preparados para esta escolha, gerando frustracoes e desistencias. Desta forma, este trabalho objetivou tracar o perfil socioeconomico e conhecer as expectativas profissionais acerca da docencia de estudantes ingressantes no Curso de Licenciatura em Ciencias Biologicas de uma instituicao privada de Ensino Superior, localizada no municipio de Rio Branco, Acre, Brasil. Foram distribuidos questionarios estruturados aos estudantes, contendo perguntas fechadas e abertas, a fim de conhecer o perfil socioeconomico e as razoes da escolha do curso, alem de analisar suas expectativas futuras quanto a docencia. Concluiu-se que o perfil dos estudantes ingressantes no Curso de Licenciatura em Ciencias Biologicas e, em sua maioria, composto por mulheres, alunos que concluiram o Ensino Medio em escolas da rede publica de ensino, sao de classe media baixa e filhos de pais com baixo nivel de escolaridade. A docencia e preterida por aproximadamente metade destes estudantes, os quais relataram que nao possuem as caracteristicas necessarias para lecionarem. Em relacao aos que pretendem lecionar, quase a totalidade dos estudantes gostariam de ministrar aulas no Ensino Superior em vez de lecionar nos niveis de Ensino Fundamental e Medio.

Nursing student's evaluation of a virtual classroom experience in support of their learning Bioscience

Face-to-face communication with students remains the gold standard in teaching; the effectiveness of this approach to learning is commonly and regularly assessed by students' evaluation of teaching and peer reviews of teaching. Critics note that increases in on-line education are driven more by economic forces than consistent evidence to show their long-term effectiveness or acceptance by students. Numerous studies report that students in higher education found their external studies comparatively more challenging than face-to-face delivery. Identifying how educators might best provide sufficient and effective personal support for students studying in the external mode continues to challenge educators. Opportunities do exist for blending on-line course work with synchronous interactions between students and their teachers but evaluations of these innovations rarely appear in the literature.In this study, a web–based virtual classroom simulated the synchronous face-to-face discussions that occur between Bachelor of Nursing students and tutors. First year students enrolled externally in a biological science course interacted in a virtual classroom for 13 weeks completing an ‘evaluation of experience’ survey following their final assessment. A comparison was made between ‘on-campus’ and ‘external to campus’ students to determine the relationship between i) overall satisfaction with the course and ii) final grades, as well as their experience of the virtual class.

Candidates Profile in FUVEST Exams from 2004 to 2013: Private and Public School Distribution, FUVEST Average Performance and Chemical Equilibrium Tasks Performance

INTRODUCTION. Chemical equilibrium is recognized as a topic of several misconceptions. Its origins must be tracked from previous scholarship. Its impact on biochemistry learning is not fully described. A possible bulk of data is the FUVEST exam. OBJECTIVES: Identify students’ errors profile on chemical equilibrium tasks using public data from FUVEST exam. MATERIAL AND METHODS: Data analysis from FUVEST were: i) Private and Public school distribution in Elementary and Middle School, and High School candidates of Pharmacy-Biochemistry course and total USP careers until the last call for enrollment (2004-2013); ii) Average performance in 1 st and 2 nd parts of FUVEST exam of Pharmacy-Biochemistry, Chemistry, Engineering, Biological Sciences, Languages and Medicine courses and total enrolled candidates until 1 st call for enrollment (2008- 2013); iii) Performance of candidates of Pharmacy-Biochemistry, Chemistry, Engineering, Biological Sciences, Languages and Medicine courses and total USP careers in chemical equilibrium issues from 1 st part of FUVEST (2011-2013). RESULTS AND DISCUSSION: i) 66.2% of candidates came from private Elementary-Middle School courses and 71.8%, came from High School courses; ii) Average grade over the period for 1 st and 2 nd FUVEST parts are respectively (in 100 points): Pharmacy-Biochemistry 66.7 and 61.2, Chemistry 65.9 and 58.9, Engineering 75.9 and 71.9, Biological Sciences 65.6 and 54.6, Languages 49.9 and 43.3, Medicine 83.5 and 79.5, total enrolled candidates 51,5 and 48.9; iii) Four chemical equilibrium issues were found during 2011-2013 and the analysis of multiplechoice percentage distribution over the courses showed that there was a similar performance of students among them, except for Engineering and Medicine with higher grades, but the same proportional distribution among choices. CONCLUSION: Approved students came majorly from private schools. There was a different average performance among courses and similar on chemical equilibrium, although better performances were in Engineering and Medicine courses and not on chemistry related.

A prática como componente curricular na formação do professor de Biologia: avanços e desafios na UFRPE

O objetivo deste estudo é investigar o potencial da Prática como Componente Curricular (PCC) para a efetiva formação do professor de Biologia. O campo de pesquisa foi o curso de Licenciatura Plena em Ciências Biológicas da Universidade Federal Rural de Pernambuco – UFRPE. Foram analisados os documentos oficiais que tratam das disciplinas de PCC, entrevistados três docentes responsáveis pela regência dessas disciplinas no curso sob estudo e dez estudantes que já haviam cursado todas as disciplinas de PCC. Os resultados evidenciam que o curso investigado atende ao recomendado nas normas vigentes que regem a atividade de PCC. No entanto, com relação aos conhecimentos enfatizados e às competências mobilizadas, percebemos incoerências entre o descrito nos documentos, o discurso dos docentes e a percepção dos estudantes. Apesar dessas incoerências há o predomínio na ênfase ao conhecimento teórico do conteúdo específico e do pedagógico e a mobilização das competências pedagógicas e da reflexiva. Ficou claramente estabelecida a necessidade de ampliar a discussão a respeito do sentido da atividade de PCC na formação dos professores, além de ajustes e adequações na vivência das disciplinas de PCC, para que possam, de fato, favorecer a formação docente e atender ao perfil oficial almejado.