Degree In Biological Sciences Research Articles

Cytogenetics Technologists and Workforce- Private and Academic Collaboration to Sustain Expertise as Formal Training Programs get curtailed

Abstract Introduction/Objective Cancer Cytogenetics (CG) and Fluorescence in-situ Hybridization (FISH) testing are essential parts of molecular genetics (MG) in clinical diagnosis for patients suffering from hematopoietic disorders. Even though MG assays are clinically offered, and technical expertise is available, the need for expertise in CG and FISH cannot be understated. Due to budget constraints, deviated focus on innovation by academic programs and lack of awareness in the undergraduate programs, only a handful of centers offer formal training programs. Therefore, the need for qualified CG and FISH technologists to support the industry pipeline is continuously needed. Methods/Case Report With the increased workload and the need to combat workforce shortages, we continue to support academic centers as an on-site training facility. In addition, we have initiated academic collaborations with accredited training programs, both national and international, by training of our own technicians with a pilot program. These individuals hold bachelor’s degrees in biological sciences and are qualified to perform high-complexity testing under Clinical Laboratory Improvement Amendments (CLIA) and College of American Pathologists (CAP) regulations. Results (if a Case Study enter NA) Since 2009, we have had 32 qualified CG/FISH technologists with a CG (ASCP) board certification, most of whom graduated through academic programs. We took the initiative to train four staff members who acquired job experience while working in our CLIA/CAP accredited lab. After the ASCP year requirement was fulfilled, they became eligible to take the ASCP registry exam in CG. All four have passed and are certified cytogenetic technologists. Conclusion Challenged by a reduction in training programs and increasing demand in the industry, we have been successful in training and certifying our technologists with academic and private collaborations. More collaborative efforts are needed to fulfill such an important need in the field of CG.

Juan Modolell (1937-2023).

Juan Modolell (1937-2023).

Editorial introductions.

Editorial introductions.

Science Teaching in the Base Nacional Comum Curricular and in the Currículo Referência de Minas Gerais: analysis from the perceptions of in-service and pre-service teachers

This work aims to understand how the implementation process of the Base Nacional Comum Curricular (BNCC) and the Currículo Referência de Minas Gerais (CRMG) of Natural Sciences (NC) of Elementary School II (ES II) occurred in the schools of the Regional Education Superintendence (RES) of Diamantina (MG) — RES/Diamantina. Science teachers from ES and students of the Degree in Biological Sciences at the Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) participated in the research. Discursive Textual Analysis was the methodology used to analyze four pre-established categories: 1) Scope of the curriculum; 2) Implementation of BNCC and CRMG; 3) Influence of BNCC and CRMG on Science Teaching, and 4) Characterization of the curriculum by the science teachers’ teaching practice courses. The results indicate that the guidelines established by the BNCC and CRMG for the NC of ES II are a traditional curriculum and distant from an educational project aiming at a critical and emancipatory scientific education.

The Nature of Biology in Life Sciences Undergraduate Courses

The research deals with the relationship between the initial training of biology teachers and the Nature of Biology, aiming to analyze the Pedagogical Projects of two Undergraduate Courses in Biological Sciences of a university in northeastern Brazil in search of the Nature of Biology. The methodology adopted was qualitative with exploratory purpose based on documentary research, in which the menus of the disciplines of the chosen courses were analyzed, the data collected were processed through discursive textual analysis. The results obtained pointed to the presence of the Nature of Biology in the courses of degree in Biological Sciences in the specific disciplines of Biology and pedagogical.

Overview of the contents covered in Libras (brazilian sign language) courses in science teacher preparation programs: analysis of the syllabi in undergraduate teacher certification programs in the biological sciences and chemistry

The integration of the Deaf person into society has been marked by several historical and philosophical conflicts on the road to full rights of citizenship. In Brazil, there have been several legislative milestones in that regard, including Law n° 10.436/2002 (BRASIL, 2002), which recognizes the Brazilian Sign Language (Libras) as the official language of the Deaf people, and Decree No. 5,626/2005 (BRASIL, 2005), which regulates Libras as a first language (L1) and written Portuguese as a second language (L2). Of particular relevance for the present paper, the latter decree codified the inclusion of Libras (Brazilian sign language) as a core course in key teacher certification programs, including Speech Therapy and Education. This inclusion of Libras is, in fact, a remarkable achievement regarding the education of the Deaf in Brazil since proper teacher training may be conducive to better inclusion of deaf students (ANDRADE, 2013). Using a documentary analysis of syllabi, we thus set out to analyze how the syllabus content for Libras courses is structured concerning the content for undergraduate teaching certification degrees in Chemistry and Biological Sciences. This qualitative study draws on 139 publicly-available syllabi of Libras undergraduate teacher certification courses in Chemistry and Biological Sciences of Higher Education Institutions (HEI), restricted to those receiving the highest scores (4 and 5) in the 2017 government assessment exercise (henceforth called "Enade"). Through content analysis, five Context Units (CUs) were established to identify which syllabus contents are considered and taught in college Libras courses in Brazil. The CUs for analyzing the syllabi coverage related to the following: Conceptions about deaf people; Educational Interpreters (EI); Bilingual Education; The teaching of Chemistry or Biological Sciences for the Deaf; and Approaches to inclusion in general or conceptions about special education. Although the analysis has shown us numerous variations of the teaching of Libras, with some content such as a focus on the treatment of the deaf as a standout topic, more research is needed. In particular, there is a tendency for the subject to receive a limited number of dedicated course hours, which does not allow for a broader grasp of the theoretical and practical issues related to sign language and bilingual education for the Deaf — especially with regard to the teaching of science.

Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs

Assessment and feedback are common sources of student dissatisfaction within higher education, and employers have shown dissatisfaction with graduates’ communication skills. Authentic assessment, containing ‘real-world’ context and student collaboration, provides a means to address both issues simultaneously. We discuss how we used authentic assessment within a biological sciences degree programme, replacing an individually written essay coursework assignment with learner-generated podcasts. We outline our implementation strategy in line with existing theory on learner-generated digital media, assessment for learning and self-regulated learning. Quantitative and qualitative analysis of survey data (2020 and 2021) indicate students prefer podcast assignments over traditional essay coursework, perceiving them to be more enjoyable, authentic, allowing for greater creativity, and better for building their confidence as communicators. Podcasting as an assessment may have a positive influence on knowledge retention and promote deep learning too. Our assessment design provides opportunities for community building, formative peer review and enhancing assessment literacy, while also being flexible enough to be used across any discipline of study and/or as an inter-disciplinary assessment.

What is the Preferred Educational Background of Forensic Scientists?

Forensic science is a broad and rapidly developing field where fundamental scientific principles and techniques are used to investigate crimes. As the field evolves, universities offering forensic science degrees are increasing in both number and diversity of curricula. Paramount to any discussion around forensic science education is an assessment of what educational degrees are preferred by those hiring both entry- and supervisory-level forensic scientists. Quantification of degree preference through surveys of hiring officials occurred in 1986 and 1996. Since then, the Forensic Science Education Programs Accreditation Commission was established and has flourished, potentially enhancing the desirability of forensic science degrees. An updated survey was conducted to identify current educational background preferences within the field. The survey was distributed to members of the American Society of Crime Laboratory Directors and members of the Society of Forensic Toxicologists in hiring or leadership roles, yielding 221 responses. Results indicated a continued preference for a degree combination of master's in forensic science and a bachelor's degree in physical or biological sciences for both entry- and supervisory-level candidates. Holding only a bachelor's in the physical or biological sciences was also preferred for entry-level candidates whereas the preference for supervisory-level candidates was strongly influenced by the respondents' terminal degree.

EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS

ABSTRACT The content of high school textbooks related to physical activity and exercise is of utmost importance because physical activity and exercise are considered important tools in maintaining and improving health. Our objective was to analyze the presence and quality of exercise science content in high school biology textbooks approved by the National Textbook Plan. A guiding document was developed to enable the analysis of the textbooks. The topics investigated were: I) the extent of content related to exercise science; II) misconceptions about exercise science; III) health benefits attributed to exercise. The academic qualifications of the textbook authors were also analyzed. All analyzed textbooks (n = 9) featured some degree of exercise science content. In addition, ~67% of textbooks analyzed had at least one misconception regarding exercise science, the most common being related to biochemistry and muscle physiology. Also, 93.8% of the authors had undergraduate degrees in biological sciences; 43.8% had doctoral degrees. In conclusion, all high school biology textbooks presented content related to exercise science; however, most of them presented at least one misconception regarding exercise science. Thus, we suggest that the Brazilian National Textbook Plan should improve the criteria for analyzing biology textbooks. Level of Evidence III; Economic and decision analyses - Development of an economic or decision model.

Regulatory learnings for the next wave of cellular immuno-oncology agents

Dr Pietrusko currently serves as Chief Regulatory and Quality Officer at Vor Biopharma in Cambridge, MA and leads the Regulatory strategy for engineered hematopoietic stem cell therapy for hematologic malignancies including AML. He has directed the worldwide approval of more than 30 new products in multiple therapeutic areas. As an early team member at Voyager Therapeutics, Dr Pietrusko pioneered regulatory strategies to translate gene therapies from research into the clinic. Prior to Voyager, he was Vice President of Global Regulatory Affairs & Quality and Executive Officer at ViroPharma, Inc. He also served as Senior Vice President of Regulatory Affairs at Millennium Pharmaceuticals, spearheading the accelerated approval of Velcade® in the US and in more than 90 countries worldwide. Earlier in his career, he was Vice President of Regulatory Affairs at SmithKline Beecham (now GSK). He has played a key role in shaping US regulatory policy for cutting edge medicines, such as recently pioneering the concept of an expedited pathway to approval for cell and gene therapies that led to the Regenerative Medicine Advanced Therapy (RMAT) designation process that was included in the United States 21st Century Cures Act. He currently serves as Chair of the Regulatory Affairs Committee of the Alliance for Regenerative Medicine (ARM) and is an appointed member of the Regulatory Affairs Committee of the American Society of Gene and Cell Therapies (ASGCT). Dr Pietrusko holds a Bachelor of Science degree in biology, a Bachelor of Pharmacy degree from Rutgers University, and a Doctor of Pharmacy degree from the Philadelphia College of Pharmacy and Science. He completed his residency training in hospital pharmacy at Thomas Jefferson University Hospital and is the author or co-author of over 50 scientific publications.

Manufacturing considerations underpinning viral and non-viral platform selection

With an ever-increasing range of viral and non-viral technologies available to advanced biotherapeutics developers, manufacturing considerations must play a key role in the decision-making process behind platform selection. These considerations include the current level of innovation in the bioprocessing toolkit and its corresponding capability to address the specific challenges facing individual technology areas.In this article a panel of experts spanning the lentiviral vector (LVV), exosome, and oncolytic virus fields discuss the impact of manufacturing considerations on their respective platform selection and ongoing product/process development strategies, comparing the state of the art in enabling technology in each application area, and discussing related challenges, needs, and opportunities.Allison Hagerman, P.Eng., PMP, MBTVice President, Product Development, Oncolytics BiotechA Professional Engineer focused on biotechnology, Ms. Hagerman joined Oncolytics in 2010 and has been integral to the progress of its product development program ever since. Prior to being appointed as Vice President of Product Development, Ms. Hagerman was the Director, Manufacturing and Engineering from 2013-2017 and Project Manager from 2010-2013, during which time she led the process performance qualification for pelareorep drug substance. Ms. Hagerman is a Professional Engineer (P.Eng., APEGA) and Project Management Professional (PMP, PMI). She holds a Master of Biomedical Technology (MBT) degree from the University of Calgary, and B.Sc. degrees in both Chemical Engineering and Biological Sciences. She is an accomplished equestrian and spends her spare time on horseback.Aaron NoyesVice President of Development, Codiak BiosciencesAaron is a Vice President of Integrated Drug Substance Development at Codiak BioSciences where he leads a team focused on developing scalable production processes for exosomes and robust technology to load varied payloads into exosomes. At the start of his industrial career, Aaron worked at Millipore before joining Wyeth Biopharma/Pfizer Biotech for 12 years where he developed purification processes and focused on scale-up of biologics, including mAbs, recombinant proteins, ADCs, vaccines, cell therapies, and viral vectors. Aaron received a B.S in Biochemistry from the University of Massachusetts at Amherst, a M.E in Biotechnology Engineering from Tufts University and an Engineering Doctorate in Biochemical Engineering at University College London.Laurens SierkstraSenior Director, Business Leader, Purification Thermo Fisher ScientificLaurens received his PhD in biotechnology in 1994 from the University of Utrecht after studying biology at the University of Leiden. He then joined Unilever as Project Manager and Unit Leader. In 2005, after the spinout of BAC BV from Unilever, he became CEO of BAC BV and set up the business in using single- domain antibodies for affinity purification, called CaptureSelect, which was sold in 2013 to Life Technologies. Since the acquisition by Thermo Fisher Scientific, he has been the business leader for the affinity purification business within the Bioproduction Division.Dr. Vladimir SlepushkinGlobal Head of Manufacturing, MedTherapy BiotechnologyDr. Vladimir Slepushkin is Global Head of Manufacturing at MedTherapy Biotechnology. He is leading all functions associated with manufacturing of CAR-T cells and viral vectors. Previously he was Executive Director of Vector Technology at Autolus Therapeutics, leading process development for manufacturing of lentivirus vectors in suspension cell culture, guiding assay development to support process de¬velopment for lentiviral vectors, managing CMO for GMP vector production and T-cell processing. Before that, Dr. Slepushkin was directing research vector core, and providing lentiviral, retroviral and AAV vectors for Kite Pharma. Vladimir proved successful in developing novel high-quality products by managing diverse technical groups and cross-functional teams, developing first-in-class clinical product from scratch, including facilities, equipment, manufacturing process, quality systems, regulatory CMC submissions and clinical trials design. He has proven expertise in technically understanding and leading the development and improvement of cell culture and purification processes, and operations and analytical methods, adhering to customer, regulatory, safety and environmental requirements and guidelines. Vladi¬mir is experienced in identifying and resolving regulatory and manufacturing technical problems, as well as intellectual property assessment and licensing. He has authored 61 scientific papers in peer-reviewed journals and he’s an author on 14 patents and patent applications.

Shattering Glass Ceilings: Three Black Women Surgeons Ascend to Chairs of Departments of Surgery.

Shattering Glass Ceilings: Three Black Women Surgeons Ascend to Chairs of Departments of Surgery.

Gene delivery & gene editing platform evolution

Dr Rodino-Klapac is a gene therapy pioneer who has dedicated her professional life to advancing medicines designed to treat genetically based diseases. With professional experience across industry and academia, she is renowned for her contributions to molecular genetics and gene therapy that have advanced the field. She is author to a vast body of published, peer-reviewed work, the recipient of multiple awards, a National Institutes of Health (NIH) Fellow appointee, and current Board member of the Association for Regenerative Medicine, as well as a member of the American Society for Gene and Cell Therapy, the American Academy of Neurology, and the American Association for the Advancement of Science. She is the former head of the Laboratory for Gene Therapy Research at Nationwide Children’s Hospital, established the Gene Therapy Center of Excellence within Sarepta and leads the Company’s Gene Editing Innovation Center, directing a team of researchers to discover and develop novel gene replacement and gene editing therapies. She co-founded and served as chief scientific officer of Myonexus Therapeutics, a gene therapy company focused on limb-girdle muscular dystrophies acquired by Sarepta in 2019. She currently serves as Sarepta’s Executive Vice President, Chief Scientific Officer. Her work has led to 11 investigational new drug applications and she is the co-inventor of SRP-9001, an investigational micro-dystrophin gene therapy, and the inventor of five investigational gene therapies for limb-girdle muscular dystrophy. She is the inventor of over 50 US and over 70 international published patent applications. She earned her PhD in molecular genetics form the Ohio State University and graduated summa cum laude from Kings College in Wilkes-Barre, Pennsylvania, with a Bachelor of Science degree in Biology.

The current state of the plant nomenclature in crop production on the example of dissertation titles

Aim. The aim of this article is to analyze the current state of plant nomenclature in agricultural practice. Methods. The analysis of literary sources, mathematical analysis. Results. In the titles of 1760 analyzed dissertations for the scientific degrees in agricultural sciences (2000–2019), 90.3% of the plant names are presented in Ukrainian, 5.6% are a combination of Ukrainian and Latin names, and 4.1% are in Latin. In the titles of 680 dissertations for the scientific degrees in biological sciences, the main part is made up of the Latin names of taxa of a generic and species rank and below — 45.2%, names in Ukrainian are 35.1%, and combinations of Ukrainian and Latin names are 19.7%. Despite the fact that the same groups of organisms are studied in both groups agricultural and biological, there are significant differences in the use of names. The scientific style of the Ukrainian language is inherent in the direct word order when the adjective precedes the noun. This is how crop names were coined: miaka pshenytsia (common wheat), tverda pshenytsia (durum wheat), ozyma pshenytsia (winter wheat), yara pshenytsia (spring wheat), tsukrovi buriaky (sugar beet), etc., while in the names of botanical taxa the word order is opposite: pshenytsia miaka (common wheat), pshenytsia tverda (durum wheat), buriak zvychainyi (beet), etc. In the last quarter of the twentieth century, unmotivated inversion occurred in the catalogues of zoned cultivars of agricultural crops, when the word order in the crop names changed to the opposite. In the International Convention for the Protection of Rights of New Varieties of Plants, the term variety is associated with the term taxon, and not agricultural crop. Therefore, the concepts of agricultural crop and botanical taxon that are not identical are confused in the State Register of Plant Varieties of Ukraine. Agrarians have been in a state of ambiguity and uncertainty regarding the proper use of plant names. The attempts to assimilate the agrobiological nomenclature to the botanical one led to an unreasonable replacement of the names of cultons, which acquired a chaotic and mass character. At the beginning of the 20th century, in the vast majority of dissertations in the agricultural field, the spelling of the names of traditional crops corresponded to the scientific style, but gradually it changed and now in most dissertations the reverse word order dominates, mistakenly identifying the crop names with specific names. At the same time, in biological dissertation, the names of both cultons and taxa correspond to the scientific style. Conclusions. The titles of many dissertations for the scientific degrees in Agricultural and Biological Sciences use Ukrainian and Latin names of plants. Latin names are regulated by the ICN, but the Ukrainian ones belong to two unregulated terminological systems. The first botanical system reflects the scientific botanical nomenclature and manages the names of taxon, the second agrobiological system is based on the names of cultons. Generic names and crop names often coincide, while species names and crop names differ in word order. In the verbose crop names, the word order is direct with the adjective precedes the noun, in the species names the word order is reversed, a generic name followed by a specific epithet. The phenomenon of replacing crop names with names inheriting the species names has become rampant over the past twenty years. They destroy the system of agrobiological nomenclature and contradict the scientific standards of the literary Ukrainian language. The identification of this negative phenomenon will allow us to overcome it faster.

Experimentation in bachelor’s education programs in biological sciences: a look from Fleckian epistemology

This investigation consists of an epistemological analysis based on Ludwik Fleck’s assumptions, which had as object of investigation nine Pedagogical Projects of Courses (PPC) offering a Bachelor’s degree in Biological Sciences by Federal Universities in Southern Brazil. The aim of this research is to identify the development of Thought Styles on Experimentation in the PPCs of certified teacher education with a major in Biology. To identify Thought Styles, we performed the discussions based on the following Experimentation conceptions: Investigative (the most prevalent), Empiricist-inductivist (second prevalent), Demonstrative and Deductivist-rationalist (absent). With a focus on the analysis of mandatory referentials, it was possible to discuss, based on the excerpts obtained during the analyses of the nine PPCs, the following categories: Thought Styles and Thought Collectives, as proposed by Fleck, passing through the Thought Nuances, to ultimately find proximities in regard to the investigative thinking style, present in the most PPCs examined. Based on the results, we clearly identified that among the different Collectives (Institutions) examined, a Thought Collective is under development, oriented by the same investigative style considered for Experimentation, strengthening the understandings about it in order to provide an education of quality to future teachers in the area of sciences.

Insights from training a blind student in biological sciences

Higher education institutions have a constitutional obligation to provide reasonable accommodation to students with disabilities. Although the teaching and learning of students with blindness and low vision in STEM disciplines are well documented abroad, to date, there are no published studies in South Africa on successful teaching and learning strategies for students with blindness and low vision in STEM fields, specifically in science disciplines. Therefore, in this paper, we report on how teaching, learning, and assessment were adapted to make science disciplines accessible to John, a blind student enrolled in a biological sciences degree at a research-intensive university in South Africa. Several factors contributed towards the successful completion of John’s bachelor’s degree. These factors include the availability of tutors who committed a large amount of time to help John understand content presented in lectures, tutorials, and practical sessions; a well-resourced and effective Disability Unit; lecturers who ensured that John was well accommodated in lectures, tutorials, and practical sessions; and, finally, John’s commitment and dedication towards learning.Significance:
 
 This is the first study to report on successful teaching and learning strategies for a blind student in the natural sciences in the South African context.
 The study provides a guide that scholars, educators, university managers and policymakers can use to ensure that mathematics and science subjects are accessible to blind students and that teaching strategies allow them to perform to their potential.

Industry careers for molecular bioscientists: an interview with Jennifer Mitchell

Jennifer Mitchell is a scientist at Redx Pharma and Board Member of the European Laboratory Research and Innovation Group (ELRIG). She completed her integrated undergraduate and master’s degree in biological sciences at the University of Liverpool and took on a graduate industrial role as an associate scientist at a biotech company. After 2 years in this role, she went back into academia to complete a PhD before moving back to industry. Jennifer began her involvement with ELRIG, a not-for-profit organization serving the life science and drug discovery communities, as a student volunteer in 2017 and she has been part of the ELRIG General Committee since 2018. She is also part of the ELRIG early career professional (ECP) workgroup, which aims to engage the ECP scientific community through career development workshops and outreach events. In December 2020, the Biochemical Society hosted a session on industry careers in the molecular biosciences as part of its Biochemistry Focuswebinar series dedicated to early career researchers. The Biochemist spoke to Jennifer, panellist on the day, to find out more about her experience working in industry and her broader contributions to the community.

The Effects of Online Science Learning Environments on Undergraduates with Depression

Depression is one of the top undergraduate mental health concerns and disproportionately affects students who are underrepresented in science. As such, understanding how different science learning environments, such as online education, affect students with depression is integral to creating a more diverse and inclusive scientific community. However, no studies have examined how the online science learning environment affects students with depression. In this study, we investigated how the online learning environment affects depressive symptoms in undergraduates, as well as how students’ depression affects their experience learning online. We conducted semi-structured interviews with 25 undergraduates with depression pursuing a fully online Bachelor of Science degree in Biological Sciences at a large research-intensive institution in the United States. We probed how, if at all, aspects of online science courses affected students' depressive symptoms and examined how students’ depression affected their experiences in online science learning environments. Specifically, we explored how depression affected students' attention and memory, language, executive function, problem solving, as well as their reasoning and social function when they were engaged in online learning. Using inductive and deductive coding, we found that social isolation, lack of communication with instructors, difficulty accessing help, and the fast pace of online science courses exacerbated some symptoms of students' depression. Conversely, the flexibility of completing coursework when and where students wanted and a reduced fear of being negatively evaluated by others in class helped alleviate some students’ symptoms of depression. Primarily, we found that students’ depression could make learning more challenging by making problem solving and written communication more difficult. This study provides insight into how instructors can create more inclusive online learning environments for students with depression.

A Fully Integrated Arduino-Based System for the Application of Stretching Stimuli to Living Cells and Their Time-Lapse Observation: A Do-It-Yourself Biology Approach

Mechanobiology has nowadays acquired the status of a topic of fundamental importance in a degree in Biological Sciences. It is inherently a multidisciplinary topic where biology, physics and engineering competences are required. A course in mechanobiology should include lab experiences where students can appreciate how mechanical stimuli from outside affect living cell behaviour. Here we describe all the steps to build a cell stretcher inside an on-stage cell incubator. This device allows exposing living cells to a periodic mechanical stimulus similar to what happens in physiological conditions such as, for example, in the vascular system or in the lungs. The reaction of the cells to the periodic mechanical stretching represents a prototype of a mechanobiological signal integrated by living cells. We also provide the theoretical and experimental aspects related to the calibration of the stretcher apparatus at a level accessible to researchers not used to dealing with topics like continuum mechanics and analysis of deformations. We tested our device by stretching cells of two different lines, U87-MG and Balb-3T3 cells, and we analysed and discussed the effect of the periodic stimulus on both cell reorientation and migration. We also discuss the basic aspects related to the quantitative analysis of the reorientation process and of cell migration. We think that the device we propose can be easily reproduced at low-cost within a project-oriented course in the fields of biology, biotechnology and medical engineering.

Relato de experiência durante estágio supervisionado de observação no ensino fundamental e médio

O relato apresentado faz menção às atividades desenvolvidas autora– estagiária na disciplina de estagio supervisionada II em Licenciatura em ciências biológicas da Universidade Federal do Piauí (UFPI), considerando as observações de campo feitas tanto no ensino fundamental maior e ensino médio. Através deste trabalho expandiu o aprendizado acadêmico que adquirimos ao longo do curso. O estágio proporciona diversos tipos de conhecimentos práticos, e fora da universidade o licenciando se vê na necessidade de aplicar todo seu conhecimento teórico e que este conhecimento o auxilie em suas futuras práticas pedagógicas, pois sem este momento de observação de campo não poderíamos ter esse tipo de vivenciamento de momentos reais do nosso futuro campo de atuação.