Journal of Biochemistry Education最新文献

{"title":"Vídeos educacionais de curta duração para o ensino de Bioquímica","authors":"Patricia Santos de Oliveira, F. S. Oliveira, C. Lacerda, Ana Amália Coelho, M. L. Bianconi","doi":"10.16923/REB.V15I0.704","DOIUrl":"https://doi.org/10.16923/REB.V15I0.704","url":null,"abstract":"Short length educational videos (up to 5 min) of varied contents, are being created in the Laboratorio de Biocalorimetria (LaBioCal) do IBqM/UFRJ and posted in the YouTube channel “Tempo de Ciencia” do YouTube. The videos are created using PowToon over the audio previously recorded at Audacity, both freeware tools. The videos are being applied to students of Biology (Major in Teaching) from CEDERJ and are available to the general public. Therefore, the videos presented around 200 to 400 views by the time of this subscription. The purpose of this study is the introduction of a subject that should be viewed before the theoretical class but, also, to allow the viewing after the class as a revision tool of the subjects. The advantages of a short length video is to allow a better assimilation, as the viewer can keep its attention, as well as a continued revision of the subject since it is possible to pause and continue on its own time. This educational tool had great acceptance from the students as observed by spontaneous reports sent by e-mail.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116460558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uso de gamificação em aulas de Bioquímica como ferramenta de engajamento e motivação no ensino superior","authors":"Yuri Guilherme Alexandre Silva, Armando M. Toda, Seiji Isotani, L. P. Xavier","doi":"10.16923/REB.V15I0.697","DOIUrl":"https://doi.org/10.16923/REB.V15I0.697","url":null,"abstract":"The traditional teaching methodology has been ineffective in stimulating the interest of students, a problem that gets worse when teaching biochemistry, which seems like an abstract and complex course. One strategy of didactic intervention that is being suggested in the past few years is Gamification. In this work, game concepts were used to develop a mechanic in which the students acquire points when they take specific actions during the semester, that can be spent in a shop that sells benefits which can affect their performances. The gamified course was applied to students of the Biotechnology major at Universidade Federal do Para. The students’ motivation was analyzed using a questionnaire, which evaluated the subjective experience of participants, that considered the course interesting, pleasant and fun. This methodology is presented as a complement to other teaching methods, with simple, flexible and costless implementation.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128312855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quem é o Carboidrato","authors":"Paulo Enrique Cuevas Mestanza, Veridiana de Melo Rodrigues Ávila","doi":"10.16923/REB.V15I0.706","DOIUrl":"https://doi.org/10.16923/REB.V15I0.706","url":null,"abstract":"Biochemistry is a complex science that studies biomolecules and their interactions in metabolic pathways in living beings. Due to the large amount of contents against the short period to apply them, only expositive classes are not enough to arouse the interest of students and solve questions. In this perspective, is very important to develop new educational tools to improve the understanding of these contents. “Who is the carbohydrate?” It is a didactic game created to review the structural and functional relationship of carbohydrates. Based on the classic “Guess who?” The objective of the player or group is to first find out the opponent's carbohydrate name.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126858594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transformação de energia nos seres vivos","authors":"Andrea T. Da Poian, Luisa Andrea Ketzer, Carolina A. Braga","doi":"10.16923/REB.V15I0.713","DOIUrl":"https://doi.org/10.16923/REB.V15I0.713","url":null,"abstract":"Encontrar mecanismos para transferir o treinamento cientifico acumulado no Brasil para a educacao oferecida nas escolas e um dos desafios enfrentados pelos cientistas brasileiros. Neste contexto, desenvolvemos um curso com o objetivo de proporcionar aos professores da Educacao Basica ferramentas para o uso da metodologia cientifica em sua pratica profissional. Este curso, denominado \"Transformacoes de energia nos organismos vivos\", trata dos tres principais topicos de Bioquimica que fazem parte do curriculo do Ensino Medio (fermentacao, fotossintese e respiracao celular) e compreende 5 encontros de dia inteiro. As principais descobertas que estabeleceram as bases conceituais em cada topico sao apresentadas no inicio dos tres primeiros dias. Em seguida, os participantes sao desafiados a formular questoes sobre o tema e a desenhar e executar experimentos que as respondam. Uma aula contendo os conceitos fundamentais sobre os temas e dada apos a discussao dos resultados obtidos nos experimentos. O quarto dia e dedicado a elaboracao de uma proposta de aula investigativa no tema do curso. Finalmente, os participantes apresentam suas propostas e a forma como pretendem aplica-las em sala de aula. Os depoimentos dos participantes mostram que eles se sentem confiantes de que adquiriram os conceitos necessarios para desenvolver atividades em suas escolas.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131199244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Internet of things, mobile devices and the promising future for Science Education","authors":"E. Galembeck","doi":"10.16923/REB.V15I0.776","DOIUrl":"https://doi.org/10.16923/REB.V15I0.776","url":null,"abstract":"The advancement of the new technologies of information and communication brought significant contributions to science education. Beyond, the fast pace of introduction of new technologies in research laboratories creates the need for their timely introduction in classrooms. Unfortunately, in most cases there is a large time gap between the widespread adoption of new research technologies and their availability to students in regular courses. A remarkable case was the dissemination of personal computers that brought many benefits to science education. Computers have made information from diverse and far away sources promptly available to students and lecturers, in the classroom, teaching labs and home. Some examples of the benefits brought by personal computers to science education are the possibility of interaction with models and their development, the capacity of data storage, treatment, exchange and visualization as well as the possibility of simulation of complex systems. The capacity of having things (instruments, equipment, sensors, actuators) connected to the internet opened a unique perspective for science education that is the possibility of massively teaching science by doing science. Experiments can be planned and data can be collected and interpreted remotely, using personal devices and equipment that can be made available to students for remote operation, from their schools. This talk will presents examples and possibilities of science teaching by doing science mediated by the internet of things: interdisciplinary activities were developed for primary school students, allowing them to observe samples collected by themselves or made available by their teachers, using remote microscopes. The students are thus prompted to go deeper into the study subject, discussing their results in a broader context. This setup also allows students to manipulate variables in a controllable environment and to collect data from remote sensors, doing sophisticated analyses of their samples.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134442421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dealing with the challenge of building a Biochemistry Program in an integrated Medical curriculum. The need for new didactics, new focal interests, and new connections to other disciplines","authors":"M. Castanho","doi":"10.16923/REB.V15I0.777","DOIUrl":"https://doi.org/10.16923/REB.V15I0.777","url":null,"abstract":"Teaching in Health Sciences is rapidly evolving. Medical schools, for instance, are increasingly opting for integrated curricula. Biochemistry no longer is considered a discipline by itself; instead, Biochemistry is a part of a wider universe of knowledge integrated in modulus. These modulus often relate to physiological human body systems or the concept of Organic and Functional Systems. In either case, the bridging between Biochemistry, Histology, Anatomy, Physiology, and Pharmacology is largely explored. This bridging is a challenge in Biochemistry teaching. A second challenge adds to this: the way new generations of students perceive communication is much different than the way knowledge is communicated in classrooms. Modern forms of information exchange are multimedia, fast and interactive; lectures are traditionally descriptive, use classical expositive didactics and highlight detailed disciplinary matters. How to cope with the new challenges in the Biochemistry classroom will be addressed. A new biochemistry textbook, totally conceived for a Biochemistry Program in an integrated curriculum in health sciences at present will be taken as example. The choice of core contents, illustrative examples and the approach to teaching were carefully addressed in light of the new challenges identified above.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122287904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Jogo Bozó Genético: uma proposta didática como alternativa para o ensino da replicação do DNA no ensino médio","authors":"Letícia de Oliveira Rosa, Laís Vilhena, Fernanda Soares da Mota, F. C. D. Oliveira, Fani Tamires Sousa Bastista, Yosie Dias Serrão Drefs","doi":"10.16923/reb.v14i3.645","DOIUrl":"https://doi.org/10.16923/reb.v14i3.645","url":null,"abstract":"Today, despite hearing much talking about the DNA molecule in newspapers, magazines, news and TV programs, it is still perceived many difficulties for the students to assimilate the concepts and understand the gene processes. Faced with this reality is that the idea of creating a playful activity arose, as a methodological tool, in order to arouse the interest of students to study scientific concepts addressed in genetics education, including those involved in the DNA replication process. The game was developed by students of Biological Sciences Degree, the IFAM (Federal Institute of Science and Technology Amazon) in Molecular Genetics discipline. Which, inspired by the traditional game Bozo, created the Bozo-genetic game, which consists of playing the dice, adding the numbers present on the faces of the dice and score according to the rules of the game. A simple, low cost and efficient alternative in transmission of scientific knowledge easily and interactively, with the possibility of aid student and teacher in the teaching-learning process.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115609685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidelines to develop interactive tutorials on 3D biomolecules: the case of DNA repair by photolyase","authors":"Larissa Assis Barony Valadares Fonseca, N. S. Pinto, G. A. Marson","doi":"10.16923/REB.V14I2.670","DOIUrl":"https://doi.org/10.16923/REB.V14I2.670","url":null,"abstract":"INTRODUCTION: This work presents the following guidelines for developing interactive learning objects on the 3D biomolecules: i- identify a relevant educational need; ii-select an appropriate subject; iii- employ interactive 3D molecular structures; iv- simultaneously display animation with related textual information or 2D diagrams; v- integrating different modes of representation of chemical phenomena. Based on these, was constructed the \"Photolyase Tutorial\". Photolyase is an enzyme that repairs DNA. It recognizes the cyclobutane pyrimidine dimer lesion (CPD) caused by exposure to ultraviolet light. Understanding the repair mechanism requires understanding the structure-activity relationships of the molecules involved. Therefore, this topic is a convenient subject for teaching key aspects of the structure of protein and nucleic acids. There are few interactive 3D DNA repair tutorials available and most of these are in english, therefore not acessible for students that do not domain this language. Besides, these tutorials generally focus only on displaying structural features without make foster correlations between the structure and chemical aspects of repair mechanisms. OBJECTIVES: In order to construct a interactive tutorial that fills these gaps, the 3D structures of a DNA molecule, a DNA with CPD lesion and the photolyase enzyme were manipulated focusing on structural and chemical explanation. MATERIALS AND METHODS: These structures were obtained from PDB (http://www.rcsb.org/pdb/home/home.do) and manipulated to show biochemical and chemical concepts by using the resources from the LABIQ Platform (http://labiq.is.usp.br). DISCUSSION AND RESULTS: Several concepts are covered, i.e., H-bonding, active site, co-factors etc. The tutorial is organized in small conceptual blocks presenting, in a stepwise fashion, how the enzyme recognizes the DNA lesion and proceeds to repair. Each block comprises a trigger button that controls the interactive molecular viewer from the short text information or 2D diagram. CONCLUSION: This way, we developed a interactive tutorial that combines different modes of representation of chemical and structural concepts of biomolecules in a single interface.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131457935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MISCONCEPTIONS AND NON-SCIENTIFIC CONCEPTS ON FREE RADICALS","authors":"R.S.A.P. Oliveira, B. Torres","doi":"10.16923/REB.V14I2.671","DOIUrl":"https://doi.org/10.16923/REB.V14I2.671","url":null,"abstract":"INTRODUCTION: Misconceptions or alternative conceptions are defined as conceptions that are somewhat different from the scientifically accepted ones and are known to be highly resistant to changes. Free radicals are a widely publicized subject in the media due to their putative importance in human aging and health. Free radicals are a subject susceptible to misconceptions widely spread by the media supporting prejudicial advertising inducing antioxidant consumption. OBJECTIVES: Identify and categorized different free radicals misconceptions published in printed media. MATERIALS AND METHODS: Revista Veja (Digital Archive), the weekly magazine with the largest circulation in Brazil, was selected for this investigation. Period analyzed: from 01/01/2000 to 31/07/2014 with search terms Free radicals and antioxidants. Passages selected were classified as: Right Concept (RC), Wrong Concept (WC), Misconception (MC), Inadequate generalization (IG), Inductive [to misconceptions] Concept (IC), Inductive [to misconceptions] Information (II), and Not fit the inclusion criteria (NFIC). Each one of these categories were further subdivided. DISCUSSION AND RESULTS: 79 magazine articles, advertisements and information materials were found which led to 293 text passages. 56.3% were MC, 21.4% II, 8.8% IC, 5.4% IG, 3.4% RC, 2.7% WR, 2.0% NFIC. The most frequently subcategory in each category was: MC: x [something] combats free radicals (22.6%); II: x [substance] is antioxidant (54.0%); IC: x [something] increases free radicals production (34.6%); IG: antioxidant x [substance] combats cancer (56.3%); RC: too much vitamins and minerals is harmful to health (30.0%); WR: free radicals are formed during oxygen conversion to energy process (25.0%). CONCLUSION: Magazine analysis reveal non-scientific concepts (MC, II, IC and IG) to be highly frequent, notably misconceptions. Moreover, non-scientific concepts together reach 91.8% of all concepts while right concepts respond for only 2.7%. Scientists and specialists must be concerned about this large amount of free radicals misconceptions presented by printed media and the consequences of their dissemination.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129937279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BIOCHEMISTRY QUESTIONS ANALYSIS FROM NATIONAL EXAM OF STUDENT PERFORMANCE (ENADE)","authors":"Artur Paiva Dos Santos, Marcelle Ferreira Moura, N. L. Barbosa, M. M. Nascimento, H.D. Oliveira","doi":"10.16923/reb.v14i2.662","DOIUrl":"https://doi.org/10.16923/reb.v14i2.662","url":null,"abstract":"INTRODUCTION: The Brazilian National Exam of Student Performance (ENADE) is part of the National System of Higher Education Assessment (SINAES), that was created to evaluate the quality of undergraduate courses and higher education institutions throughout Brazil. Biochemistry is a discipline present in the basic curriculum of the health courses and many students complete their courses without a belief that the basic sciences they have studied will have much relevance to their day-to-day clinical practice. OBJECTIVES: The aim of this work was to analyze the Biochemistry questions from ENADE of the health area courses and to propose an integrated approach that prepares students for lifelong learning. MATERIALS AND METHODS: This work was an exploratory research with a descriptive analysis of the Biochemistry questions of ENADE (2004, 2006, 2007, 2010 and 2013) applied for the courses of Physiotherapy, Medicine, Nutrition, Biomedicine, Physical Education, Nursing, and Pharmacy. Twenty-one tests were analyzed and the Biochemistry questions separated by course and according to their integrative view. DISCUSSION AND RESULTS: 28 exams were analysed, It was selected 857 questions from specific component, from which 8.05% (69 questions) were based on Biochemistry contents. Higher percentage of Biochemistry questions was found in exams of courses Nutrition (30.43%), followed by Biomedicine (28.98%), Pharmacy (20.28%), Physical Education (7.24%), Medicine (5.79%), Physiotherapy (4.34%) and Nursing (2.89%). Forty-one percent of the questions analysed presented only basic concepts in Biochemistry, 26% were contextualized, and 33% were interdisciplinary. CONCLUSION: The results demonstrated the relevance of Biochemistry for the assessment of the quality of undergraduate courses in the health area in Brazil and suggested a profile questions that could be used in Biochemistry classes to introduce an active methodology approach.","PeriodicalId":185758,"journal":{"name":"Journal of Biochemistry Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123193337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}