Students In Biological Sciences Research Articles

A practical approach for the removal of cationic surfactants using planktonic and immobilized bacterial cells

ABSTRACT Among the efforts directed at remediating contaminated sites, the use of immobilized microorganisms is an appealing alternative because it offers several advantages over the use of free cells, including protecting cells from the toxic effects of hazardous compounds and increasing their survival and metabolic activity. Pseudomonas putida is an ubiquitous bacterium which, either as free cells (i.e. in its planktonic state) or immobilized in Ca-alginate beads, is able to effectively degrade pollutants such as cationic surfactants. In this paper, we propose a simple and fast technique to immobilize P. putida cells by entrapment in Ca-alginate matrix, and the use of this system and the free cells to estimate the removal of the surfactant Br-tetradecyltrimethylammonium (TTAB). Measurement of residual TTAB with a simple colorimetric method shows that the compound can be removed both by planktonic and immobilized cells. Taking into account that the TTAB-removal rate is higher with immobilized cells than with free cells, the laboratory practical class aims at demonstrating one of the advantages of using immobilized cells in remediation processes. The class is addressed to undergraduate students of biological sciences, engineering and biotechnology, and it could also be applied to evaluate the removal of other pollutants with immobilized microorganisms.

Análise do conhecimento dos acadêmicos das áreas biológicas e saúde sobre o dogma "DNA – RNA – Proteína"

O dogma “DNA-RNA” descreve a transferência da informação contida no DNA para síntese proteica, por um intermediário de RNA. Não é um processo simples, sendo sugerido que a representação causa confusão ao entendimento do processo. O objetivo foi acompanhar o processo de construção de conceitos do dogma central da biologia por acadêmicos dos cursos de graduação da área da saúde e das ciências biológicas. Os acadêmicos participantes que responderam a questionários e elaboraram mapas conceituais, para avaliar a aprendizagem. Como resultados, observamos que falta compreensão do dogma pelos estudantes, principalmente quando 68% responderam que DNA faz, cria ou se transforma em RNA. Nos mapas conceituais, 32% usaram conceitos corretos, hierarquia e palavras-chave representativas. Concluímos que os mapas conceituais podem ser utilizados como recurso didático e avaliativo da aprendizagem, porque os alunos citam conceitos fazendo relações entre eles, e nesse momento se consolida o conhecimento.

EDUCAÇÃO TRANSFORMADORA EM ESPAÇOS NÃO FORMAIS: TRILHA SENSORIAL E AMBIENTAL COMO ESTRATÉGIA DE RE-SENSIBILIZAÇÃO PARA IDOSOS

This article aims to report the experience of Biological Sciences students of the University Federal de Santa Maria during the extension project Transforming education in non - formal spaces: sensorial and environmental track as a strategy for resensitization of the elderly”, held at the Institution Home of the Elderly Sao Vicente de Paulo, during the Curricular Internship of the Biological Sciences in Educational Spaces, in the first half of 2018. The project worked on the elderly’s sensory system through touch, vision, hearing and smell, in a dynamic way and concerned to restore the elderly's individuality in order to work their perception and memory, and motivate them through environmental elements. After the implementation of the project, the interviews carried out revealed that the experience was significant among the elderly, achieving the objectives, as well as providing the students with new insights about teaching and learning in non-formal educational settings.

The Development of STEM Mobile Learning Package Ekosistem

This study aims to: develop and test the validity, legibility and effectiveness of STEM Mobile Learning Package ecosystems on students’ science and technology literacy using R & D research design. STEM Mobile Learning Package was validated by media experts and material experts. The level of legibility is measured by questionnaire through the results of a small-scale trial of a Biology student class. The effectiveness of the application was measured in wide-scale test for biology and natural science students. Data were analyzed using descriptive quantitative.The results showed the the validity on learning package from experts showed valid in 83,6%. Some revisions are needed especially on video aspect which will be better filled with not only text but also voice. Base on data collected from 47 students who have completely filled 12 statements in questionnaire, about 78,7% students stated they could understand the questions very well. Most of students (97,8%) agreed that the use of STEM enhanced their science literacy. Percentage of students that agreed on 12 statements ranged from 74,5% to 100%. Thus those result indicated a high level of legibility Although learning packages can be studied independently, certain topics still requiredto be directly discussed. This learning package is effective on student scientific literacy ranging from 64.6 to 98.6. While the highest achievement of student technology literacy is 92 with an average of 70.32. This study concludes that STEM Mobile Learning Package Ecosystem has good validity and legibility, as well as effective on students’ science and technology literacy.

Experiência interdisciplinar na educação básica e na formação de professores: artes, biologia e geociências.

A interdisciplinaridade melhora o processo de ensino-aprendizagem. Sendo assim, um método mesclando “Arte, Biologia e Geociências” foi desenvolvido. O objetivo desde método era fazer com que os alunos do Ensino Médio de um colégio estadual representassem através da arte a origem do universo, do planeta Terra e da vida, seguindo a escala do tempo geológico e da evolução dos organismos. Após quatro aulas teóricas, os materiais produzidos, coletados ou cedidos por universidades foram apresentados na exposição “Uma viagem na história da vida com Arte e Biologia”. Este método também foi aplicado aos alunos do curso de Licenciatura em Ciências Biológicas e Licenciatura em Geografia, das universidades UFRuralRJ e UFRJ, como exemplo de vivência didático-pedagógica de um método interdisciplinar. Como resultado, verificou-se o aprendizado dos alunos do Ensino Médio e a conscientização dos alunos da licenciatura sobre a importância atividades interdisciplinares para minimizar a fragmentação do conhecimento.

Identidade docente enquanto performatividade: um estudo entre licenciandos em biologia inspirado na teoria ator-rede

Resumo A fim de contribuir com o debate sobre a identidade profissional docente, fazemos uso de algumas ideias da teoria ator-rede para subsidiar a proposta de que os professores apresentam identidades docentes performativas. Recorrendo ao conceito de política ontológica, pretendemos superar a dicotomia entre essencialismo e relativismo que há muito se instala nas correntes teóricas dedicadas ao estudo da identidade. Para tanto, apresentamos dados obtidos de dois grupos focais formados por estudantes de licenciatura em Ciências Biológicas de uma universidade pública brasileira. O primeiro grupo é composto por bolsistas do Programa Institucional de Bolsa de Iniciação à Docência e o segundo, por licenciandos não bolsistas. Os resultados apontam que entre os pibidianos prevalece a performatividade de uma identidade que não identificamos entre os não bolsistas do programa: a identidade-afinidade. A identidade do curso também aparece como fundamental para a construção das identidades dos sujeitos. Por isso, problematizamos o papel dos cursos de formação de professores na performatividade das identidades entre licenciandos.

A IDENTIDADE DOCENTE E AS RELAÇÕES COM O SABER EM SALA DE AULA: UM ESTUDO REALIZADO COM ESTUDANTES DE UMA LICENCIATURA EM CIÊNCIAS BIOLÓGICAS

Este artigo apresenta um instrumento apropriado para o estudo da identidade docente quando ela se encontra em situações de transição. O instrumento foi aplicado em dados provenientes de entrevistas realizadas com quatro estudantes de uma licenciatura em Ciências Biológicas, permitindo a análise das percepções desses estudantes sobre o ensino praticado pelo professor, sobre sua própria aprendizagem, sobre a relação do professor com o conteúdo e sobre a aprendizagem dos alunos do ensino básico. Os resultados confirmam que a identidade docente é construída essencialmente por meio das trocas sociais com outros professores e alunos. Conclui-se que a questão de ser ou não ser professor está profundamente relacionada à maneira como professores e alunos percebem, julgam, valorizam ou se comportam em relação ao lugar que o professor ocupa no triângulo didático-pedagógico.

The indiscriminate use of cocaine associated with other illicit drugs by undergraduate Brazilian students.

The purpose of this study was to examine rates and patterns of illicit drug (cocaine e.g.), tobacco and alcohol use among Brazilian university undergraduates. With the rise of illicit and street drugs on college campuses, students are faced with a choice to use drugs during their academic careers, including cocaine. Academic students are at‐risk population for substance‐related problems, and a critical step in prevention and treatment programming is the detection of trends of use throughout time, allowing one to choose which future actions should be taken. Cocaine is a highly addictive stimulant drug and that is obtained from the leaves of the coca plant or artificially synthesized. Cocaine directly affects the central nervous system and induces increased heart rate, blood pressure, euphoric feelings, hyperactivity, alertness, and competence upon intake.METHODOLOGYThe instrument used for data collection was Google Forms™. The instant addition of responses to the data set makes this medium appealing for research purposes. Additionally, the respondents involved in the study has been regularly using Google Forms™, and it was therefore considered the most appropriate method for data collection. The results of the survey was statistically analyzed. Within the various areas the group of students from medical, biology, nurse, engineering, architect, psychology, and other courses were chosen had experience of using these tools.RESULTSData obtained showed that in a sample of 907 students 346 (39,1%) was from health courses, 268 (29,5%) from humane sciences, 268 (29,5%) from engineering, architect courses and 25 (2,8%) biological sciences. Inside this 44 (4,9 %) people are frequently cocaine users despite this fact only 12 (1,3%) of respondents classify themselves as dependents and 305 (33,6%) no dependents.CONCLUSIONSThe consumption of alcohol, legal and illegal drugs and tobacco in the university population is growing and became a source of worry in many countries, included Brazil. The passage from high school to college is commonly marked by an increment in frequency of opportunities for peer interaction and in importance of the role of peer norms. Special attention about these people is necessary for prevention mechanisms to be useful, particularly, the biological sciences students in relation to alcohol and other drugs use, since in the future, they are going to be the ones who will bring basic notions of health to the community. This work was conducted in accordance with the ethical standards of the responsible committee on human experimentation (institutional and national) and with the Helsinki Declaration. CAAE(Br)67881517.1.0000.5511. All participants had full understanding and signed informed consent documentThe consumption of alcohol, legal and illegal drugs in the university population is growing1–2 and became a source of worry in many countries. The passage from high school to college is commonly marked by an increment in frequency of opportunities for peer interaction and in importance of the role of peer norms.2 Direct (or active) peer influences explicitly focus on getting a person to drink.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Writing scientific thesis/dissertation in biology field: Problem of conclusion writing

A conclusion chapter is written at the end of thesis or dissertation by postgraduate students to express the meaning of results. The conclusion text should be written according to the most acceptable standard guidelines for scientific writing. Conclusions must be written in clear, concise, fully supported by the results obtained, based on fact and logic, and far from exaggeration or speculation. This project included studying and analyzing of the conclusion chapter text in 124 written theses and dissertations by postgraduate students (master and doctor of philosophy) in biological sciences from different Faculties and different Departments. The study also involved interviewing 114 postgraduate students from those fields to obtain their opinion about how to write a conclusion text. All students of both degrees wrote their conclusion in separated numbered statements and no conclusion written in paragraphs. Almost all students tended to repeat all their results in short sentences without any innovation comments. All students showed significant lack in conclusion writing knowledge and they hadn’t any idea about how to write a conclusion text; they just wrote the conclusion chapter in order to fulfill the requirements or obtaining the degree. Almost all students neither tried to read any article or guidelines for how to write a conclusion chapter nor took specific course for writing process in their curriculum. Students tried to mimic the writing style of previous graduate students regardless of that writing style was correct or not. The study concludes that almost all postgraduate students have no knowledge or skill in scientific writing process especially in conclusion text writing. Therefore, it is strongly recommended be to re-evaluate the postgraduate curriculum in order to involve courses that can improve the level scientific writing of theses or dissertations.

“METABOLIC RIDE” a conceptual evaluation tool for metabolic biochemistry teaching for graduate and postgraduate students in biological sciences and related areas

A disciplina de bioquímica no geral é considerada de alto grau de dificuldade. Contudo, a aplicação de jogos lúdicos como metodologia de ensino vem se disseminando em várias disciplinas. “METABOLIC RIDE” é uma ferramenta de avaliação conceitual e de percepção para o ensino de bioquímica, visando rever conceitos difundidos em sala de aula, promovendo um desafio competitivo aos estudantes sem negar as ferramentas que estão a sua disposição, estimulando diversas aptidões dos mesmos, como a sua criatividade. Ainda, possibilita correlacionar a importância das rotas metabólicas e suas interligações a fim de sedimentar que os caminhos metabólicos não estão separados, como um mapa ferroviário. Ademais, este jogo se mostrou uma excelente ferramenta de avaliação complementar, mostrando que quando devidamente estimulados alguns grupos foram capazes de mostrar uma capacidade produtiva e criativa. Além disso, mostrou-se novas formas de abordar temas complexos em bioquímica com práticas lúdicas.

The Effect of the Zahorek Model on Achievement and Mathematical Correlations 6th Grade Biological Science Students

The Effect of the Zahorek Model on Achievement and Mathematical Correlations 6th Grade Biological Science Students

Evaluation of knowledge, attitude and practices in handhygiene of students in biological sciences from Felix Houphouët-Boigny University of Cocody (Abidjan-Côte d'Ivoire)

The purpose of this paper is to identify risk factors, analyze and compare their effects on student hygiene behavior at Felix Houphouet-Boigny University. It is a descriptive and analytical cross-sectional study, initially covering 333 students in the second and third year of Training and Research Unit of Biosciences from University Felix Houphouet-Boigny enrolled during the university year in 2015-2016. A total of 318 out of 333 students Interviewed or 95.49% attending the toilets. The majority of the students questioned, 219 (65.76%), had poor hand hygiene practices. There is a non-significant difference between hand hygiene practice and gender (p = 0.16). A staff of 325 students questioned out of 333 or 97.59% denounced a lack of toilets. 95.49% of them are aware of the handwashing procedure. The toilets are also used by girls and boys. We note an insignificant difference between toilet use and sex (p = 0.76). The correct practice of handwashing is not practiced by the students of Training and Research Unit of Biosciences; this was confirmed by direct observation. In the area of toilet surveys, lacks of hygiene equipment and inadequate toilets have been reported. Understanding the challenges of hand hygiene practice in academic may help in the development of hand hygiene promotion strategies for the prevention of infections, especially those that are handled. The promotion of hand hygiene should start with health education.

“Biotecnological War” - A Conceptual And Perceptual Assessment Tool For Teaching Biotechnology And Protein Chemistry For Undergraduate Students In Biological Sciences.

Biotecnological War board game, a conceptual and perceptual assessment tool for biotechnology and protein chemistry teaching for undergraduate students in biological sciences and related areas. It is a proposal initially conceived as an alternative complementary tool for biochemistry teaching of proteins and peptides, challenging students, aiming to review concepts transmitted in classroom, stimulating diverse student’s abilities, such as their creativity, competitiveness and resource management. OBJECTIVES . Correlate biochemistry importance of proteins and peptides with the development of new products. MATERIAL AND METHODS. Firstly, theoretical-practical classes were given with seminars to be presented by the groups, including topics that will be addressed in game. Groups of 5 students, with previously viewed themes drawn a goal to be achieved. There are two drawn goals variations: Academic or Commercial . Board is divided into provinces, which must be bought with an initial resource to complete the goal. Before the beginning each group will have 15 minutes to plan their actions. The objective is to develop the entire objective drawn with appropriate methodology, having at least 1 territory in each province. RESULTS . This game proved to be an excellent tool for complementary evaluation of students, which stimulated teamwork and a strong competitive spirit within classroom, which allowed to analyze students' perception regarding the protein subject and team work. On the other hand, for teacher and students participating in compulsory traineeship program this game demonstrated new ways to approach complex subjects in biochemistry using creativity with the development of new activities such as this board game. CONCLUSION : Overall, students had a good impression of “Biotecnological war” game since it helped to secure and administer the protein and peptides biochemical subject in a competitive and team work way.

“ Metabolic Ride” - One Concept Evaluation Tool For Metabolic Biochemistry Teaching For Graduate Students In Biological Sciences And Related Areas.

Biochemistry subject in general has a high degree of difficulty and complexity. Therefore, application of playful and creative games as teaching methodology has spread in various disciplines of life sciences. "METABOLIC RIDE" board game is a conceptual and perceptual evaluation tool for metabolic biochemistry teaching, aiming to review concepts transmitted in classroom, promoting a competitive challenge to students without denying tools that are at their disposal, stimulating their skills. OBJECTIVES. Correlate metabolic routes importance and their interconnections to establish that metabolic pathways are interconnected, such as a railway map. MATERIAL AND METHODS. This game was developed based on a board game Ticket to Ride. Players purchase enzyme cards, which must be used to claim metabolic routes. The goal is to complete the route previously drawn to earn points and the player who builds the longest continuous route will also earn bonus points. In each turn, players can: buy more card, claim a route or pick up additional destination tickets. The game should be played in groups of 5 to 6 students in 6 to 8 groups. Previously there will be theoretical classes. The activity was designed to last 4 hours. Use of didatic books and internet by players are encouraged. RESULTS. This game proved to be an excellent tool for student’s complementary evaluation, which stimulated teamwork and competitiveness within classroom, which allowed to analyze student’s perception regarding metabolic subjects. On the other hand, for teacher and students participating in compulsory traineeship program this game demonstrated to students new ways to approach complex subjects in biochemistry using creativity. CONCLUSION: Overall, students had a good impression of “Metabolic Ride” game since it helped to secure and administer metabolism subject in a competitive and team work way.

Using augmented reality to teach and learn biochemistry.

Understanding metabolism and metabolic pathways constitutes one of the central aims for students of biological sciences. Learning metabolic pathways should be focused on the understanding of general concepts and core principles. New technologies such Augmented Reality (AR) have shown potential to improve assimilation of biochemistry abstract concepts because students can manipulate 3D molecules in real time. Here we describe an application named Augmented Reality Metabolic Pathways (ARMET), which allowed students to visualize the 3D molecular structure of substrates and products, thus perceiving changes in each molecule. The structural modification of molecules shows students the flow and exchange of compounds and energy through metabolism. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):417-420, 2017.

Factors Affecting Learning Mathematics in the Case Assosa University Collage of Natural Science

This paper was intended to access factors affecting teaching and learning mathematics in Assosa University faculty of Natural and Computational Science (NCS) students. The research method used for study was descriptive survey and supported by qualitatively. The respondents the study were all NCS students (except Biology and Sport science students) and all mathematics instructors. The main purpose of the study was to determine the factors that affect teaching and learning mathematics. Some instruments like questionnaire, focus group discussion (FGD) and interview were employed for data collection. The questionnaires were filled by 80 students and 16 instructors. Furthermore, the researcher held FGD with all one-to-five network group leaders of each section students and all instructors. For interview, 7 students (representatives of each section) and 5 instructors were interviewed. Thus, the findings indicate that demographic, instructional strategies and methods and individual factors affect teaching and learning mathematics. Among these factors instructional strategies and methods was the first most influential factor in teaching and learning mathematics. The second and the third most influential factors are individual and demographic factors respectively. Most respondents have a problem of language, income, arithmetic ability, background knowledge and confidence to understand mathematical concepts. The other main finding was there are no enough materials and facilities in the university for teaching and learning mathematics. But, availability of enough materials and facilities in the university were a factor for teaching and learning mathematics. Finally, based on the findings of the study, it was recommended that students need to be equipped with necessary background knowledge, arithmetic ability and they should developed confidence in mathematics. So, concerned bodies of the university should give a valve able support concerning each factor to increase students’ performance in teaching and learning mathematics.

A review of Sciurus Group studies on the red squirrel (Sciurus vulgaris): presence, population density and colour phases in Lombardy (Italy)

During the nineties of the last Century, under the inspiration of Luigi Cagnolaro, it had been founded a “Sciurus group”, within the Research Centres of the Società Italiana di Scienze Naturali. Aim of the group was to start a campaign of researches on red squirrel populations in Lombardy, Italy promoting field master thesis on various topics: colour phases and indirect estimations of population densities. The researches were carried out during 10 years in 5 study areas. An investigation and census with questionnaires were started in parallel, with the collaboration of Forest Guards (CFS), Ecological Guards (GEV) and students of biological and natural sciences. The results were published in Italian or exposed in national and international congresses. This review has the purpose to show and critically discuss the overall results, and make them available to a broader audience. The dark colour phase, in the red squirrel, resulted associated to elevation and conifer woodlands, according to the thermoregulation theory, which consider the dark fur thicker and more suitable in cold environments. Squirrel population densities are subject to periodical fluctuations, in conifer woodlands, due to cones availability. Cone crops are subject to cycle with years of great production followed by years of lean. The recorded squirrel densities are middle-lows, but in line with data from similar environments.

TEACH SCIENCE MAKING SCIENCE: AN EXPERIENCE IN BASIC EDUCATION OF BRAZILIAN SEMIARID

The purpose of this research is to evaluate the methodology of scientific research - Teaching science by making science -in the practical context, with a view to construction of educational paradigms in basic education. This is a case study carried out initially in vacations courses sponsored by the EspaçoCiência with teachers and managers of the municipal school system, and bachelor's degree students in Biological Sciences from the Centro de Ensino Superior do Vale do São Francisco and later with 25 tutors who taught their classes using this methodology in elementary and high school education. The results of this research demonstrate approval of the methodology by 76% of managers, 57% of teachers, and 100% of students in the course of Biological Sciences who participated in the vacation courses. They have tutors who have used this methodology in elementary school and high school approved with percentage corresponding to 100% and 50.70% respectively. Regarding the methodology investigated the following categories were evaluated: student participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well as the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels ofeducation.

Science learning motivation as correlate of students’ academic performances

This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.

Vision and change in introductory physics for the life sciences

Since 2010, our physics department has offered a re-imagined calculus-based introductory physics sequence for the life sciences. These courses include a selection of biologically and medically relevant topics that we believe are more meaningful to undergraduate premedical and biological science students than those found in a traditional course. In this paper, we highlight new aspects of the first-semester course, and present a comparison of student evaluations of this course versus a more traditional one. We also present the effect on student perception of the relevance of physics to biology and medicine after having taken this course.