Mobile Applications in Cell Biology Present New Approaches for Cell Modelling

Cell biology apps were surveyed in order to identify whether there are new approaches for modelling cells allowed by the new technologies implemented in tablets and smartphones. A total of 97 apps were identified in 3 stores surveyed (Apple, Google Play and Amazon), they are presented as: education 48.4%, games 26.8% and medicine 15.4%. The apps were arranged by representation similarities of the cell models, and then the groups were nominated. The name of each one was based in recurrent terms on the apps descriptions and the definition is grounded in the literature. Thus, we categorized those apps in six modelling groups, not mutually exclusive: 32% three-dimensional, 25% bi-dimensional, 14% realistic, 14% animation, 11% scale and 4% playful. Each model has unique characteristics. Three-dimensional models can present proportional scales of organelles that allow immersion in the cell model. Realistic models and animations can be used to explore the dynamics of the cell functioning. The cell models designed for smartphones and tablets bring handling capabilities not found in computers and notebooks; they also have the potential to deliver content with high levels of interactivity and are accessible anytime and anywhere. Regarding the applicability of the cell models available in the apps, this paper offers some suggestions of classroom use based on the features of the models and examples found in the literature.

Using a web analysis tool to evaluate an educational app usage

Educational application evaluations are usually focused in functional aspects; however, factors such as learning difficulties can also be investigated. In this study, the potential of Google Analytics (GA) to collect usage data from an educational app was evaluated, aiming to both improve the app interface and empower its educational usage. Thus, the statistics tools available in GA were used to answer the following questions: who are the app users? How long the users stay on the app? How do users interact with the application? What content do users view more frequently? What are the critical dropout points? The obtained results demonstrate, among other things, that the users were spread through all continents, 58.7% of the sessions lasted between 2 and 17 minutes and there is no critical dropout point. GA was able to answer all these questions and it can be an effective tool to evaluate the usage of educational apps.

Surveying Biochemistry Applications for Mobile Devices To Compare Availability and Topics Covered

We have surveyed the main mobile application stores to identify the coverage of the biochemistry applications and what kinds of applications are available in such stores. We have found that instructional apps, such as Books and Flash Cards, are the most frequent mobile applications, with 46 occurrences. In terms of subject covered by these applications, the most frequent topics are those related to genes and nucleic acids (20 occurrences), and proteins and amino acids (19 occurrences). With the survey we concluded that online stores have to improve their search engines to allow more accurate searches, and biochemistry applications are still presenting information in a traditional way, not exploring the use of connectivity and interactivity allowed by mobile devices.

Metabolic pathways visualization skills development by undergraduate students

We have developed a metabolic pathways visualization skill test (MPVST) to gain greater insight into our students' abilities to comprehend the visual information presented in metabolic pathways diagrams. The test is able to discriminate students' visualization ability with respect to six specific visualization skills that we identified as key to the understanding of metabolic map diagrams. Application of the MPVST to B. S. Biochemistry students showed that their visualization skills develop informally and progressively during their college years. Furthermore, the complex nature of biochemical pathways, together with students' lack of familiarity with metabolic maps, suggests that it is important for instructors to spend more time than usual explaining visual representations to their students.

3DClass: a virtual learning environment in a biochemistry classroom

In order to better prepare students to design and perform laboratory experiments, we used a virtual learning environment called ‘3DClass’ to deliver homework about laboratory experiments. This must be completed before classes involving the design and performance of experiments. We developed a homework system that allows students to answer quizzes as many times as they wish. Students are scored according to the average among tries and can continue to answer quizzes until they achieve a score of 100%, and even continue to practise to improve their grades. 3DClass gives instructors access to a detailed report which not only provides the student's grades, but also indicates how he or she answers each quiz, including the choice made for each question and the time spent on each attempt. This enables us to detect the student's level of confidence in each question and to identify which details of each technique need to be better explained before students perform experiments. The data from the quizzes are saved in a confidential databank. In the subsequent class or laboratory experiment, the instructors are provided with a summary of the class answers, identifying the questions on which students had more difficulty and those on which they scored more highly.

Learning Styles Preferences among users of a Digital Library of Science (BDC-IB-Unicamp)

The aim of this study is to determine the learning style preference among users of the Digital Library of Science (BDC-IB-UNICAMP) using the Learning Styles Inventory (LSI) developed by Kolb in 1976 and adapted and validated in Brazil by Sobral 1992. We observed that 43% of users fit into the style assimilating. This same style is prevalent among teachers (46%) and students (42%). The prevalence of styles Assimilating and Converging was expected, since both are guided by symbols and drawings, common elements in teaching tools and teaching computational biology, an area which concentrates most of the acquis of the BDC. Unlike observed in the literature, there was a prevalence of Assimilating style among users regardless of gender, showing that socio - cultural factors may influence learning style. These data can assist in developing tools to facilitate the teaching-learning process, taking care of each individual student, with the inclusion of digital elements in materials that match users with different profiles.

Augmented reality approach for metabolic pathways teaching

A glycolysis paper puzzle has been used as strategy to teach metabolic pathways, but this kind of game demands a higher number of instructors and limits the follow up of the students’ difficulties. A technology called Augmented Reality (AR) was applied to enable the puzzle usage in large audiences, and to provide feedback to students and instructors. Drafted as flashcards readable by an app installed in tablets, it conveys information as molecules 3D-structure, clues for correct assembling of the metabolic pathway and results of student progression in the activity. Such technological improvement brought more autonomy to students for solving proposed exercises and an embedded performance data collection system helpful to understand, and after to unravel students’ difficulties.

Visibilidade de objetos educacionais desenvolvidos pelo Laboratório de Tecnologia Educacional (LTE) em cinco plataformas de distribuição de conteúdo digital

This study is a visibility analysis of 196 digital content developed by LTE in five digital content distribution platforms. The study reveals that there are statistically significant difference between materials published on Portal do Professor and the other platforms. The other four platforms studied don’t show significant difference among them. Software’s developed by LTE were more accessible to audios, videos and documents; this visibility, coupled with the projected growth of users of mobile devices such as Tablets and Smartphones are a very promising scene for development of this technology for educational and science communication.

TRACING THE PATH TO “VIRTUAL GEOSCIENCE”: REFLECTIONS AND POSSIBILITIES OF ONLINE LEARNING COMMUNITIES

The paper is part of the discussions about virtual environments as a space for communication, interaction and collaborative work for teaching and learning. This last point will be deepened, highlighting the educational and scientific communities involved with online learning and development, particularly those related to geosciences. It is intended to discuss how social interactions networked and digital cultural tools (DCT) can contribute to the development of online commu- nities, as well as presenting the results of the site Virtual Geosciences (VG), which aims to be collaboration space. VG provides the sharing of digital media and space for interaction and dialogue, enabling expand the relations between stakeholders, kno- wledge construction and catalyze the creation of new communities and opportunities for geosciences, as well as contribute to the discussions about communities in cyberspace as part of a cyclic process between cultural changes and new DCT development.

Química nova interativa - QNInt - the knowledge portal of the Brazilian chemical society: connecting science to education

The Química Nova Interativa (QNInt) portal was launched in 2009 by the Brazilian Chemical Society (SBQ) to offer free quality content for broad audiences. QNInt provides peer-reviewed articles from SBQ journals on science & society, chemical concepts, classroom activities and educational research. With 3,000,000 visits, QNInt also offers a unique library of interactive molecules. In the International Year of Chemistry QNInt served for distributing pH kits and registering data from IUPAC's Global Water Experiment, yielding Brazil the largest share of the global pH data set. The portal performance makes QNInt a valuable resource for connecting science to education.

Metabolic pathways visualization skill test: development and evaluation

 Metabolic Pathways Visualization Skill Test: Development and Evaluation. External Representations (ERs) have been reported as important aids in Biochemistry learning process, and it is quite often having ERs to help better describe complex biochemical phenomena. When introduced to the biochemistry, students are also introduced to a whole new world of ERs, used to represent processes that happen at a molecular level. The construction of models is based in abstraction and logical reasoning, and difficulties in understanding such models seem hamper to understand biochemical contents. This article describes the development and implementation of a Metabolic Pathways Visualization Skill diagnoses test. The results obtained shows that the developed tool can be useful to help instructors to diagnosis their students’ visualization skills related to the metabolic pathways.

3D Class: A gamified learning environment

This paper describes a gamified teaching and learning application for tablets: the 3D Class. The 3D Class acts as an interface between Moodle and Apple’s Game Center, bringing users to play games while learning, and to learn while gaming. For the students enrolled in courses that are available in a Moodle server, the 3D Class can be used to access them from iOS enabled devices. The integration with the Game Center allows users to compete among other apps users. Even for the users that are not enrolled in any course, they can play the open quizzes, and score in the Gaming Center.

THERE INFLUENCE OF AGE, GENDER AND TYPE OF INSTITUTION WHERE teaches / STUDIES IN LEARNING STYLE OF USERS OF DIGITAL LIBRARY SCIENCE (WWW.BDC.IB.UNICAMP.BR)

Each person has unique physiological, psychological and cognitive characteristics, responsible for generating different learning styles. When an individual knows his learning style, acquisition of knowledge can become more efficient. The new information and communication technologies (ICT) have enabled new forms of exposure and to interact with knowledge. The mastery of these technologies is still very heterogeneous between individuals of different ages and socioeconomic profile. The present study shows an overview of the learning styles among the Digital Library of Science (BDC) users. BDC is an educational portal edited and published by the Educational Technology Laboratory of the Biology Institute of UNICAMP, publicly available (www.bdc.ib.unicamp.br). We assume that users of the BDC have a level of mastery of new technologies of information and communication at least intermediate, given the technological barriers that had to overcome to reach an effectively use the portal. We also investigated possible correlations among age, gender and educational institution regarding BDC users learning styles. Our findings show a predominance of style assimilator in all categories analyzed. Although most authors describe the styles are determined by characteristics of cognitive, emotional and psychological factors such as age, gender, cultural, socioeconomic differences and experiences, this research can not claim that these variables are relevant in determining the preferred style of learning. Thus we conclude that, in our sample, the area of knowledge (Biological Sciences) and familiarity with the use of computers seem to be aspects that determined the prevalence of assimilative style between users of the BDC.

Key for the identification of the arboreal stratum species of the Atlantic Rain Forest in Ubatuba (SP) based on vegetative characters

The identification key was developed taking into account the herbarium specimens from the species of the arboreal stratum sampled, with at least 4.8 cm DBH, in two stretches of Lower Montane Rain Forest. Only morphological vegetative characters were used, such as phyllotaxy, leaf shape, presence or absence of stipules, trichomes and glands, and other aspects relevant to the species identification, besides field observations. The key comprises 193 (4 without identification) species belonging to 114 genera and 50 botanical families, and an interactive electronic version is available online at the site http://www.gama.ib.unicamp.br/gama/index.php.

AMINOÁCIDOS E PROTEÍNAS: PROPOSTA DE ATIVIDADE PRÁTICA SOB UMA ABORDAGEM INVESTIGATIVA

Practical lab classes are potential learning environments for the development of a series of skills. This article presents the proposal of a practical activity that involves the development of cognitive and laboratory instrumentation skills, in which the amino acids and proteins contents of a discipline of Biochemistry is worked on a scientific research environment. In groups, students are encouraged to solve a previously proposed problem, having autonomy to formulate an experimental strategy. The whole activity is structured in an approach that integrates theory and practice, which aims at seeking information on unknown samples, focusing the practice on the critical and creative observation of the experimental process.

Exploring the utilization of audio programs in the teaching and biology divulgation

In this work, we present a panorama of Biology audio program utilization in private and public high school of Campnas area. To gather the data, students and teachers filled in a survey, for identify the importance of media like software, video and audio in the divulgation and learning of Biology. Results show that video is the most used kind of material in class, and that audio and software are underutilized for the most of the interviwed, when studying or in class by Biology teachers. On the other hand, our work reveal that this kind of media is present in class. As this kind of digital content have proved themselves as learning facilitators, this work shows evidences that teachers know how to use ITC, but their methodology should be improved.

Unraveling unknown objects: an inquiry-based biochemistry lab classes

The Sciences at program in Biological recent years, in order character, focused on solving in a inquiry course activities, students go through processes, similar to a solve a problem. In the present work, it is presented the introductory activity of the discipline, which aims to introduce students to notions about the methodology of scientific research. In a simple and relaxed way, every student experiences a little research, going through the various stages of construction of hypotheses, planning development, analysis and interpretation to answer a question. The application of the activity has allowed us to visualize the students' prior knowledge, as well as Biochemistry practical classes of the undergraduate Unicamp went through a series of reformulations in to provide the instrumentation, to be environment. In all of the scientific research, to better teaching conditions, leaving the traditional based on classes aimed at problem to stimulate them to the discovery and development of inquiry skills.

Biochemistry and molecular biology education in Latin America and the Iberian Peninsula - Part 2

No abstract is available for this article.

Buffering-systems: a theoretical and practical didatic approach

Courses with practical and theoretical classes are potentially didactic structures for the development of motor and complex cognitive skills when operated in an integrated manner. When worked aligned, theory and practice enable a clearer view of the issue, opening scope for introducing concepts from other disciplines and for the development of lab skills. This paper presents a methodology for biochemistry labwork that promotes the teaching of the buffering systems contents together with to the development of scientific research practice concepts in an interdisciplinary perspective that integrates theory and practice.

GPK: A collaborative work environment to authoring, management and publication of educational content

There are several emerging initiatives involving the educational materials production in large scales, to manage such projects it is mandatory having an environment that enhances the collaborative work. In this context was created a project management system (PMS) environment, containing tools that empower the synergy process. This environment was integrated to the Unicamp’s Digital Library of Science (Biblioteca Digital de Ciências - BDC) which was created by researchers from the Biology Institute of the State University of Campinas (Unicamp), and it was named GPK. We will demonstrate a project case that use the GPK to develop multimedia educational resources (audio, video, lab classes and software). The use of GPK made possible to setup the basic project structure and to insert each of the materials, to create job scripts, functions, tasks, and designate responsibilities to specific tasks. The tools are integrated to each other, so its possible track the progress of the material, materials groups, users work, and allow the management of global and partial development.

Odyssey: A Tool for Authoring Educational Adventure Games

This paper describes an authoring tool called “Odyssey - the Adventure Maker”. Odyssey was developed to allow the creation of educational games in the Adventure style without the need of computer programming knowledge, allowing teachers and/or students to create their own games and use it. Furthermore, Odyssey’s site provides an environment to share the Odyssey based games with other users, who can use, modify and even improve them.

The Use of a Digital Library of Science (BDC) by High School Biology Teachers

In this work we will present the Unicamp Digital Library of Science (Biblioteca Digital de Ciências da Unicamp - BDC), which was created by researchers from the Biology Institute of the Campinas University (Unicamp), and will also show how it has been used by High School Biology teachers. Its goals are: to disseminate scientific information and educational resources, specially those related to biology, and promote the teaching and collaborative learning, and authoring, in a web-based environment. The BDC also has resources and tools that allow the conducting of researches about its users and about how it is used by them. One of these researches is the investigation of how biology teachers navigate in the BDC environment, and what their needs are, considering resources for planning lessons and information for self-education. Preliminary results of this study with the profile of the teachers will be presented in this article.

Biochemistry and molecular biology education in Latin America and Iberia

No abstract is available for this article.

A Quick Guide for Computer-Assisted Instruction in Computational Biology and Bioinformatics

Computational Biology and Bioinformatics (CBB) are indispensable components in the training of life scientists. Current curricula in the life sciences should prepare graduates who master quantitative and computer skills for increased levels of performance. Equally important is that the application of the curricula is driven by an appropriate instructional paradigm and effective learning experiences. Teaching and learning with computers bring specific issues that should be considered beforehand by any instructor. The following Quick Guide for Computer-Assisted Instruction (CAI) outlines ten principles for effective teaching. The principles are aligned with current developments on human cognition and learning and have been drawn from our own experience using CAI in seminars, tutorials, and distance education, in courses on Molecular Life Sciences at the undergraduate level, taught to majors in biology or in other subjects (e.g., nutrition, teaching of physics and chemistry, teaching of biology, sports). The Guide refers to the preparation, presentation, and assessment of CAI. It should be an aid for those who teach CBB with CAI in class, and it is expected to stimulate student motivation and deeper learning in CBB, thus making class time more effective and improving satisfaction of both students and instructors.

Insulin and leptin relations in obesity: a multimedia approach

Obesity has been recognized as a worldwide public health problem. It significantly increases the chances of developing several diseases, including Type II diabetes. The roles of insulin and leptin in obesity involve reactions that can be better understood when they are presented step by step. The aim of this work was to design software with data from some of the most recent publications on obesity, especially those concerning the roles of insulin and leptin in this metabolic disturbance. The most notable characteristic of this software is the use of animations representing the cellular response together with the presentation of recently discovered mechanisms on the participation of insulin and leptin in processes leading to obesity. The software was field tested in the Biochemistry of Nutrition web-based course. After using the software and discussing its contents in chatrooms, students were asked to answer an evaluation survey about the whole activity and the usefulness of the software within the learning process. The teaching assistants (TA) evaluated the software as a tool to help in the teaching process. The students' and TAs' satisfaction was very evident and encouraged us to move forward with the software development and to improve the use of this kind of educational tool in biochemistry classes.

AMPc - Intracellular signaling: an educational software

Chemicals binding to membrane receptors may induce events within the cell changing its behavior. Since these events are simultaneous and hard to be understood by students, we developed a computational model to dynamically and visually explore the cAMP signaling system to facilitate its understanding. The animation is shown in parts, from the hormone-receptor binding to the cellular response. There are some questions to be answered after using the model. The software was field-tested and an evaluation questionnaire (concerning usability, animations, models, and the software as an educational tool) was answered by the students, showing the software to be a valuable aid for content comprehension.

Adapting a biochemistry course to distance education

Internet-based distance education seems to be an attractive alternative to offer courses dealing with specific topics that are not conveniently explored in undergraduate courses. This is a good way to provide access to the recent and updated discoveries in this research area and to reach people who could not take the classes in the traditional mode. Using the communication advantages available via the Internet, we adapted the course “Biochemistry of Nutrition,” first offered as a summer course to be entirely carried out at distance. The adaptation explored the use of online tools such as E-mail communication among students and teachers, computer conferencing in small groups to discuss specific subjects, and texts and software downloads to be used as main references. Graduate students had their first real experience as teachers, which proved to be very productive for both the development of the Internet version of the course and their integration with undergraduate students.

O QUE ALUNOS DE DIFERENTES CURSOS PROCURAM EM DISCIPLINAS EXTRACURRICULARES DE BIOQUÍMICA

The rigorous selection of contents to be included in a Biochemistry course both attends the interest of each specific undergraduation course and excludes many subjects of general interest. The great number of enrollment in non-obligatory courses dealing with subjects not deeply treated in most introductory Biochemistry course suggests the concern of the students in improving their knowledge in the field [1]. During the Biochemistry of Nutrition distance education course in 2000 and 2003, we collected studentsreports about their interest on the course and their satisfaction with the developed activities. For this purpose we made several courses evaluation (during and at the end of each course). The detailed analysis of these data let us to verify studentsexpectations related to the Biochemistry contents according to their graduate courses. From this analysis, it was possible to conclude that even though students from different courses have specific interests in biochemistry contents, the aspect that promoted more satisfaction in Biochemistry of Nutrition distance education course was the participantsinteraction and the exchange of information even superficially considered among students with different knowledge background. Nevertheless, courses about specific contents should be offered to a more restrict public, with restrictive pre-requisite so that deepening discussions can be held

Different energy sources in sports: Introductory software

This work describes software designed to promote the association between the content of a basic undergraduate biochemistry course and the professional activities of physical education students. The software contains three main content sections: (A) Structure of skeletal muscle, (B) Contraction mechanism, and (C) Adaptations to physical exercise. A fourth section asks questions of the students. The software offers students a brief introduction on muscle structure and function, focusing on the energy sources required by different kinds of physical activities. The software was field tested at Universidade Estadual de Campinas (Unicamp), Brazil and has been adopted by several Brazilian universities. The students are required to examine the software, to discuss its contents, and to produce a list of questions arising from their work with the software. These questions are answered during the development of the curriculum, thereby connecting biochemical knowledge with the energetic needs for the practice of sports.

Oxygen free radicals: an introductory software

Though Free Radicals is one of the most frequently explored scientific subjects in mass communication media, the topic is absent of many Biochemistry introductory courses, especially those in which the students do not have a good chemical background. To overcome this contradictory situation we have developed a software treating this topic in a very simple way. The software is divided in four sections: (1) definition and description of free radicals, (2) production pathways, (3) mechanism of action and (4) enzymatic and non enzymatic protection. The instructional capacity of the software has been both qualitative and quantitatively evaluated through its application in undergraduate courses.

Oxygen consumption by isolated mitochondria: Software for planning and interpreting experiments

A computer program for teaching is described which stimulates oxygen consumption by isolated mitochondria. The effects of different compounds (substrates, inhibitors, uncouplers) may be tested. Results from evaluation with 166 undergraduate and 11 postgraduate students are presented.

Role of didactic Experimentation in the Science Laboratory: evidence of Meaningful Learning of science teachers

A descriptive interpretive study in which possible evidence of meaningful learning of eight science teachers during their process of integrative construction of meanings on the role of didactic experimentation in science education is presented. It was proposed to provide a potentially significant constructivist didactic orientation on the epistemological and remote approach of the LDC; to raise the previous knowledge of science teachers about the role of didactic experimentation in the teaching of science, and to estimate the integrative construction process of teachers' meanings about the role of didactic experimentation in the teaching of science. The systematization of the information referred a predominance of traditionalist pedagogical visions. However, the development of the didactic orientation favored the process of integrative construction of meanings, evidenced by the emergence of alternative pedagogical views and trends, tending to constructivism based on research practices and problem solving in the didactic laboratory of science.

Proteome analysis of the plant pathogen Xylella fastidiosa reveals major cellular and extracellular proteins and a peculiar codon bias distribution

The bacteria Xylella fastidiosa is the causative agent of a number of economically important crop diseases, including citrus variegated chlorosis. Although its complete genome is already sequenced, X. fastidiosa is very poorly characterized by biochemical approaches at the protein level. In an initial effort to characterize protein expression in X. fastidiosa we used one- and two-dimensional gel electrophoresis and mass spectrometry to identify the products of 142 genes present in a whole cell extract and in an extracellular fraction of the citrus isolated strain 9a5c. Of particular interest for the study of pathogenesis are adhesion and secreted proteins. Homologs to proteins from three different adhesion systems (type IV fimbriae, mrk pili and hsf surface fibrils) were found to be coexpressed, the last two being detected only as multimeric complexes in the high molecular weight region of one-dimensional electrophoresis gels. Using a procedure to extract secreted proteins as well as proteins weakly attached to the cell surface we identified 30 different proteins including toxins, adhesion related proteins, antioxidant enzymes, different types of proteases and 16 hypothetical proteins. These data suggest that the intercellular space of X. fastidiosa colonies is a multifunctional microenvironment containing proteins related to in vivo bacterial survival and pathogenesis. A codon usage analysis of the most expressed proteins from the whole cell extract revealed a low biased distribution, which we propose is related to the slow growing nature of X. fastidiosa. A database of the X. fastidiosa proteome was developed and can be accessed via the internet (URL: www.proteome.ibi.unicamp.br).

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.

Phosphoproteome reveals an atlas of protein signaling networks during osteoblast adhesion

Cell adhesion on surfaces is a fundamental process in the emerging biomaterials field and developmental events as well. However, the mechanisms regulating this biological process in osteoblasts are not fully understood. Reversible phosphorylation catalyzed by kinases is probably the most important regulatory mechanism in eukaryotes. Therefore, the goal of this study is to assess osteoblast adhesion through a molecular prism under a peptide array technology, revealing essential signaling proteins governing adhesion-related events. First, we showed that there are main morphological changes on osteoblast shape during adhesion up to 3 h. Second, besides classical proteins activated upon integrin activation, our results showed a novel network involving signaling proteins such as Rap1A, PKA, PKC, and GSK3β during osteoblast adhesion on polystyrene. Third, these proteins were grouped in different signaling cascades including focal adhesion establishment, cytoskeleton rearrangement, and cell-cycle arrest. We have thus provided evidence that a global phosphorylation screening is able to yield a systems-oriented look at osteoblast adhesion, providing new insights for understanding of bone formation and improvement of cell–substratum interactions. Altogether, these statements are necessary means for further intervention and development of new approaches for the progress of tissue engineering. J. Cell. Biochem. 109: 957–966, 2010. © 2010 Wiley-Liss, Inc.

Effects of polyoxyethylene chain length on erythrocyte hemolysis induced by poly[oxyethylene (n) nonylphenol] non-ionic surfactants

The effects of three different poly[oxyethylene (n) nonylphenols], n=9.5, 20 and 100 oxyethylene (EO) units, on erythrocyte hemolysis and on the fluidity of the erythrocyte membrane were studied. The three different surfactants showed different effects. The surfactant with average n=9.5 EO units (C9E9) shows a biphasic effect: at low concentrations it protects erythrocytes against hypotonic hemolysis, but at higher concentrations it induces hemolysis both in isotonic and hypotonic buffers. C9E20 does not affect the erythrocyte membrane resistance to hemolysis, independent of the buffer osmolarity; this detergent did not show a hemolytic effect. C9E100 is an effective protective agent against hypotonic hemolysis, in concentrations >2×10⁻⁴ M. EPR spectroscopy of spin-labeled stearic acid indicated that the three different surfactants increase the fluidity of erythrocyte ghost membranes. At the higher C9E20 and C9E100 surfactant concentrations in the presence of membrane ghosts, spin-label is located in the surfactant micelles. In the case of the hemolytic concentrations of C9E9, mixed (surfactant plus phospholipid) micelles are formed. These results suggest that C9E9 has a higher affinity for membrane phospholipids, which accounts for its lytic activity. The protective effect of C9E100 is assigned to the osmotic buffering of the liquid surrounding the cell membrane, due to the large polar chains anchored to the membrane outer monolayer but other mechanisms previously considered in the literature may also be effective.

SUR1 Receptor Interaction with Hesperidin and Linarin Predicts Possible Mechanisms of Action of Valeriana officinalis in Parkinson

Parkinson’s disease (PD) is one of the most common neurodegenerative disorders. A theoretical approach of our previous experiments reporting the cytoprotective effects of the Valeriana officinalis compounds extract for PD is suggested. In addiction to considering the PD as a result of mitochondrial metabolic imbalance and oxidative stress, such as in our previous in vitro model of rotenone, in the present manuscript we added a genomic approach to evaluate the possible underlying mechanisms of the effect of the plant extract. Microarray of substantia nigra (SN) genome obtained from Allen Brain Institute was analyzed using gene set enrichment analysis to build a network of hub genes implicated in PD. Proteins transcribed from hub genes and their ligands selected by search ensemble approach algorithm were subjected to molecular docking studies, as well as 20 ns Molecular Dynamics (MD) using a Molecular Mechanic Poison/Boltzman Surface Area (MMPBSA) protocol. Our results bring a new approach to Valeriana officinalis extract, and suggest that hesperidin, and probably linarin are able to relieve effects of oxidative stress during ATP depletion due to its ability to binding SUR1. In addition, the key role of valerenic acid and apigenin is possibly related to prevent cortical hyperexcitation by inducing neuronal cells from SN to release GABA on brain stem. Thus, under hyperexcitability, oxidative stress, asphyxia and/or ATP depletion, Valeriana officinalis may trigger different mechanisms to provide neuronal cell protection.

Mobile Applications in Cell Biology Present New Approaches for Cell Modelling.

Cell biology apps were surveyed in order to identify whether there are new approaches for modelling cells allowed by the new technologies implemented in tablets and smartphones. A total of 97 apps were identified in 3 stores surveyed (Apple, Google Play and Amazon), they are presented as: education 48.4%, games 26.8% and medicine 15.4%. The apps were arranged by representation similarities of the cell models, and then the groups were nominated. The name of each one was based in recurrent terms on the apps descriptions and the definition is grounded in the literature. Thus, we categorized those apps in six modelling groups, not mutually exclusive: 32% three-dimensional, 25% bi-dimensional, 14% realistic, 14% animation, 11% scale and 4% playful. Each model has unique characteristics. Three-dimensional models can present proportional scales of organelles that allow immersion in the cell model. Realistic models and animations can be used to explore the dynamics of the cell functioning. The cell models designed for smartphones and tablets bring handling capabilities not found in computers and notebooks; they also have the potential to deliver content with high levels of interactivity and are accessible anytime and anywhere. Regarding the applicability of the cell models available in the apps, this paper offers some suggestions of classroom use based on the features of the models and examples found in the literature.

What do students from different courses look for in extracurricular biochemistry disciplines?

While the detailed selection of content directs Biochemistry classes towards the interests of each undergraduate course, many topics are inevitably excluded. The search for non-mandatory subjects in the minimum curriculum that address Biochemistry topics not covered in Basic Biochemistry subjects points to the great interest of students in complementing their education [1]. When offering a distance learning course on Nutritional Biochemistry in 2001 and 2003, a survey of interest in the course was conducted, as well as a continuous evaluation of student satisfaction with the activities developed. The detailed analysis of interests, criticisms, and suggestions helped to identify the desires of different professionals regarding Biochemistry content and its applications. From this analysis, it is concluded that, although students enroll with specific interest in deepening the content of their areas, what promotes greater satisfaction is the interaction and exchange of information – even if relatively superficial – with students and professionals from other backgrounds. Courses aimed at specific in-depth topics should, however, be offered to more restricted audiences, meeting the knowledge prerequisites so that discussions can be more in-depth.

Adapting a biochemistry course to distance education

Internet-based distance education seems to be an attractive alternative to offer courses dealing with specific topics that are not conveniently explored in undergraduate courses. This is a good way to provide access to the recent and updated discoveries in this research area and to reach people who could not take the classes in the traditional mode. Using the communication advantages available via the Internet, we adapted the course “Biochemistry of Nutrition,” first offered as a summer course to be entirely carried out at distance. The adaptation explored the use of online tools such as E-mail communication among students and teachers, computer conferencing in small groups to discuss specific subjects, and texts and software downloads to be used as main references. Graduate students had their first real experience as teachers, which proved to be very productive for both the development of the Internet version of the course and their integration with undergraduate students.

A Quick Guide for Computer-Assisted Instruction in Computational Biology and Bioinformatics

Computational Biology and Bioinformatics (CBB) are indispensable components in the training of life scientists [1]–[3]. Current curricula in the life sciences should prepare graduates who master quantitative and computer skills for increased levels of performance [4]–[6]. Equally important is that the application of the curricula is driven by an appropriate instructional paradigm and effective learning experiences. Teaching and learning with computers bring specific issues that should be considered beforehand by any instructor. The following Quick Guide for Computer-Assisted Instruction (CAI) outlines ten principles for effective teaching. The principles are aligned with current developments on human cognition and learning [7] and have been drawn from our own experience using CAI in seminars, tutorials, and distance education, in courses on Molecular Life Sciences at the undergraduate level, taught to majors in biology or in other subjects (e.g., nutrition, teaching of physics and chemistry, teaching of biology, sports). The Guide refers to the preparation, presentation, and assessment of CAI. It should be an aid for those who teach CBB with CAI in class, and it is expected to stimulate student motivation and deeper learning in CBB, thus making class time more effective and improving satisfaction of both students and instructors.

Developing and Supporting Students’ Autonomy To Plan, Perform, and Interpret Inquiry-Based Biochemistry Experiments

Laboratory sessions are designed to develop the experimental skills and the acquaintance with instruments that may contribute to a successful career in Biochemistry and associated fields. This study is a report on improving a traditional Biochemistry course by devising the laboratory sessions as an inquiry-based environment to develop the students’ autonomy to plan, perform, and interpret experiments. We reformulated our Biochemistry laboratory to have three activities that sequentially increase regarding autonomy. We used an autonomy support structure consisting of varying levels of engagement by the student in such aspects as Organizational, Procedural, and Cognitive, gradually transferring to students the responsibility for their decisions within the laboratory. Our results show that students performed better on the less instructed worksheet activities, characterized by a more complex autonomy support, as compared to the activities tightly controlled by worksheet directions. A review of the group lab reports suggests that students showed skills required to work with different levels of autonomy. Thus, this approach has positively supported the students’ autonomy, not only mapping their progress through the activities proposed but also encouraging them to make decisions during their experiments and stimulating their ability to think and to plan experiments themselves.

Insulin and leptin relations in obesity: a multimedia approach

Obesity has been recognized as a worldwide public health problem. It significantly increases the chances of developing several diseases, including Type II diabetes. The roles of insulin and leptin in obesity involve reactions that can be better understood when they are presented step by step. The aim of this work was to design software with data from some of the most recent publications on obesity, especially those concerning the roles of insulin and leptin in this metabolic disturbance. The most notable characteristic of this software is the use of animations representing the cellular response together with the presentation of recently discovered mechanisms on the participation of insulin and leptin in processes leading to obesity. The software was field tested in the Biochemistry of Nutrition web-based course. After using the software and discussing its contents in chatrooms, students were asked to answer an evaluation survey about the whole activity and the usefulness of the software within the learning process. The teaching assistants (TA) evaluated the software as a tool to help in the teaching process. The students' and TAs' satisfaction was very evident and encouraged us to move forward with the software development and to improve the use of this kind of educational tool in biochemistry classes.

Mapping research on biochemistry education: A bibliometric analysis

The purpose of this study was to map the research literature on Biochemistry education, covering the scientific production indexed on the Web of Science over the past 66 years. The open-source Bibliometrix R-package, an R-tool, was used to carry out the bibliometric analysis. Our results describe (1) how many articles were published per year and what is the annual average growth rate; (2) which are the core journals, authors, and publications in the field; (3) which countries and funding agencies contribute most to the development of research in the area; (4) the leading collaborative research and co-citation networks; (5) which articles were the most cited in the past 10 years; and (6) which are the trending topics in the field. Our main contribution is offering insights into the evolution of the field. Also, the use of a quantitative methodological design, which covers a large volume of publications, and could identify possible gaps in the area.

Didactic Sequence with Investigative Focus: Significant Changes in the Elaboration of Hypotheses and Structuring of Questions by Elementary School Students

The unexciting reality of science education, particularly in elementary school, where the excessive reliance on textbooks and the simplification of strategies do little to maintain the inherent curiosity of the age group in question, nor to provide real and contextualized learning, has become a constant issue. Thus, this article seeks to highlight the role of investigative didactic sequences for teaching and learning in science, clearly considering the objectives and educational assumptions inherent to more active approaches and methodologies. It emphasizes the contributions of practical and experimental strategies, guided by inquiry-based teaching, as a means for the formulation of quality hypotheses and well-structured questions by students throughout the process. The presented data originated from a didactic sequence carried out in a public school during the initial cycle of elementary education, in a mixed group of 24 students from the 3rd to 5th grades, outside regular school hours. The obtained results show significant contributions and validate the aspects raised in the bibliographic review of the same.

Different energy sources in sports: Introductory software

This work describes software designed to promote the association between the content of a basic undergraduate biochemistry course and the professional activities of physical education students. The software contains three main content sections: (A) Structure of skeletal muscle, (B) Contraction mechanism, and (C) Adaptations to physical exercise. A fourth section asks questions of the students. The software offers students a brief introduction on muscle structure and function, focusing on the energy sources required by different kinds of physical activities. The software was field tested at Universidade Estadual de Campinas (Unicamp), Brazil and has been adopted by several Brazilian universities. The students are required to examine the software, to discuss its contents, and to produce a list of questions arising from their work with the software. These questions are answered during the development of the curriculum, thereby connecting biochemical knowledge with the energetic needs for the practice of sports.

Surveying Biochemistry Applications for Mobile Devices To Compare Availability and Topics Covered

We have surveyed the main mobile application stores to identify the coverage of the biochemistry applications and what kinds of applications are available in such stores. We have found that instructional apps, such as Books and Flash Cards, are the most frequent mobile applications, with 46 occurrences. In terms of subject covered by these applications, the most frequent topics are those related to genes and nucleic acids (20 occurrences), and proteins and amino acids (19 occurrences). With the survey we concluded that online stores have to improve their search engines to allow more accurate searches, and biochemistry applications are still presenting information in a traditional way, not exploring the use of connectivity and interactivity allowed by mobile devices.

Constructivist and Remote Laboratory: Potentially Significant Didactic Sequence for the Continuing Education of Science Teachers in Latin America

Research stemming from an ongoing doctoral study sought to develop a course on the Moodle platform to enhance the meaningful learning of science teachers in Latin America through their continuous education on the epistemological approach of the science didactic laboratory, with remote laboratories. The methodological sequence required: 1. Review of the state of the art 2. Course Planning and Course Validation by judgment of 9 experts in the field. The next steps of the research point towards a validation process by user judgment (students of the Postgraduate Program in Science and Mathematics Teaching (PECIM-UNICAMP) and science teachers affiliated with the West Campinas Education Directorate, SP) during the first semester of 2017.

Metabolic pathways visualization skills development by undergraduate students.

We have developed a metabolic pathways visualization skill test (MPVST) to gain greater insight into our students' abilities to comprehend the visual information presented in metabolic pathways diagrams. The test is able to discriminate students' visualization ability with respect to six specific visualization skills that we identified as key to the understanding of metabolic map diagrams. Application of the MPVST to B. S. Biochemistry students showed that their visualization skills develop informally and progressively during their college years. Furthermore, the complex nature of biochemical pathways, together with students' lack of familiarity with metabolic maps, suggests that it is important for instructors to spend more time than usual explaining visual representations to their students. © 2015 by The International Union of Biochemistry and Molecular Biology, 43(3):162–167, 2015.

Buffering-systems: a theoretical and practical didatic approach.

Courses with practical and theoretical classes are potentially didactic structures for the development of motor and complex cognitive skills when operated in an integrated manner. When worked aligned, theory and practice enable a clearer view of the issue, opening scope for introducing concepts from other disciplines and for the development of lab skills. This paper presents a methodology for biochemistry labwork that promotes the teaching of the buffering systems contents together with to the development of scientific research practice concepts in an interdisciplinary perspective that integrates theory and practice.

AMPc - Intracellular signaling: an educational software.

Chemicals binding to membrane receptors may induce events within the cell changing its behavior. Since these events are simultaneous and hard to be understood by students, we developed a computational model to dynamically and visually explore the cAMP signaling system to facilitate its understanding. The animation is shown in parts, from the hormone-receptor binding to the cellular response. There are some questions to be answered after using the model. The software was field-tested and an evaluation questionnaire (concerning usability, animations, models, and the software as an educational tool) was answered by the students, showing the software to be a valuable aid for content comprehension.

AMPc; educational software; intracelular signaling

Copper and Neurotoxicity in Autism Spectrum Disorder

Free radicals (FR) act on living organisms and present unpaired electrons in the molecular orbitals of oxygen or nitrogen species. They are classified as redox reactions and account for a wide range of processes in biological systems. Genetic and environmental factors may alter the levels of FR in the cell, leading to deleterious consequences such as membrane lipid peroxidation, protein nitration, enzyme, carbohydrate and DNA damage, ultimately resulting in premature aging and a pro-inflammatory microenvironment as observed in Alzheimer’s disease (AD) and autism spectrum disorder (ASD). O2 radical ability to act as a Lewis base and to form a complex with metal transition such as iron and copper (Lewis acids) leads to biomolecules oxidation at physiological pH, thus increasing the possibility of injury and oxidative damage in biological tissues. In this review, we discuss the role of metals, like copper, and the amyloid precursor protein (APP) derivative (s-APP-alpha) as an antioxidant and a possible adjuvant in the treatment of some autistic spectrum disorder symptoms (ASD).

Epistemological Conceptions and Pedagogical Views on the Teaching and Learning of Sciences: The Case of Teachers in Brazil and Venezuela.

Currently, there is still debate about the possible implications that the epistemological and pedagogical conceptions of science teachers may have on the construction of scientific knowledge in schools. This study explores, describes, and tentatively relates the epistemological conceptions of the Nature of Science (NoS) and the pedagogical views on teaching and learning of a heterogeneous group of teachers, with the aim of establishing their possible applications or implications according to current scenarios and consensuses in scientific literacy. From the statistical analysis and methodological triangulation, it is possible to assert that there was not enough evidence to establish that these conceptions influence the formation of pedagogical views on teaching and learning.

For a Science of Everyday Life: Possibilities for Creative and Meaningful Learning in Basic Education

The disinterest of students in scientific topics compels us to examine the reasons behind this situation and consider the challenge of transformation. Therefore, we aim to understand how working with teaching and learning strategies focused on Meaningful and Creative Learning can contribute to changing this scenario. In this empirical and qualitative investigation, guided by Design-Based Research (DBR), a didactic sequence was analyzed. This sequence was developed with a focus group of 24 students aged 8 to 10 years and involved a process of research, argumentative discussion, field visits, and the textual, artistic, and creative production of the students, mediated by the researcher. The results indicate evidence of changes in attitudes and the occurrence of significant learning related to scientific knowledge.

Oxygen consumption by isolated mitochondria: Software for planning and interpreting experiments

NA computer program for teaching is described which stimulates oxygen consumption by isolated mitochondria. The effects of different compounds (substrates, inhibitors, uncouplers) may be tested. Results from evaluation with 166 undergraduate and 11 postgraduate students are presented.

Creation of a Phenol/Water Phase Diagram Using a Low-Cost Automated System and Remote Transmission

A remote experiment was developed and carried out to create a phenol/water phase diagram using a low-cost automated data collection system and an online video broadcast. Both the data and video from the experiment were transmitted in real-time. The remote lab experiment was evaluated using qualitative and quantitative questionnaires filled out by the students. The phenol/water phase diagram obtained is entirely consistent, with precision and accuracy compatible with what is expected to be achieved in conventional lab classes. The activity evaluation showed excellent acceptance by the students by doing this lab activity remotely.

Key for the identification of the arboreal stratum species of the Atlantic Rain Forest in Ubatuba (SP) based on vegetative characters

The identification key was developed taking into account the herbarium specimens from the species of the arboreal stratum sampled, with at least 4.8 cm DBH, in two stretches of Lower Montane Rain Forest. Only morphological vegetative characters were used, such as phyllotaxy, leaf shape, presence or absence of stipules, trichomes and glands, and other aspects relevant to the species identification, besides field observations. The key comprises 193 (4 without identification) species belonging to 114 genera and 50 botanical families, and an interactive electronic version is available online at the site http://www.gama.ib.unicamp.br/gama/index.php.

Submontane Rain Forest; Capricórnio Farm; Serra do Mar State Park; floristics

Expectations and Factors of Interest in Distance Learning in the Field of Biochemistry: Reports from a Pre- and Post-Application Study of a Distance Biochemistry Course

A brief review about the tools and methods used in biochemical education, published in scientific journals and congresses abstracts, shows a wide distribution of different resources used to support biochemical classes. Lab activities, problem based learning (PBL) approach, educational software and the Internet are some of these resources. The Internet has been quickly introduced to the classrooms and provides a wide research area to be explored in different fields of knowledge, such as Biochemical Education. This work focuses on the expectations and the motivation in a Distance Education (DE) course and on advantages and disadvantages considered before and after taking part in a distance discipline. The data were collected from a survey available on our Biochemical Education Website, answered by people interested in Biochemical Education courses from many Brazilian states. Some of the advantages quoted before the course, are: flexibility in time and place to access the discipline; possibility to access new information; use of new technology. The quoted disadvantages emphasize technical problems and the lack of interaction among the participants. The afterward evaluation showed that the strategies used aiming at improving interaction were efficient. DE was considered a good learning system for deepening knowledge by people with different profiles. The evaluation is considered the most sensitive point of this kind of educational system and must be carefully analyzed. In fact, the evaluation of the impact of new technologies in learning processes is one of the biggest challenges for educators nowadays. The last challenge for educators and evaluators involved on online learning projects is using the Internet as better interaction tool and measuring its efficiency.

AN INQUIRY-BASED FRESHMAN BIOCHEMISTRY LAB SET TO ENHANCE STUDENTS' AUTONOMY

Inquiry-based laboratory sessions are recognized for contributing to enhancing students' autonomy and they were used in the reorganization of the Biochemistry laboratory offered to freshman Biology students in this university. Students were previously asked to follow rigid laboratory protocols attempting to achieve the correct results of their experiments. The inquiry-based activities were designed to develop students autonomy to plan and to perform experiments, as well as communicating and discussing their results. The inquiry-based and autonomy approach followed is classified in the literature as Organizational, Procedural, and Cognitive. The levels of autonomy required from students were increased sequentially. The first activity was the least demanding, since the students received detailed instructions from the worksheet. The activities became gradually more complex, transferring to students most decisions on setting up and performing the experiments. Student skill improvement was obtained, as verified by excerpts from student reports, by data obtained from content analysis of the exams, and scientific report scores indicate that this approach may have stimulated the improvement of several skills related to different autonomy aspects. Most important, students showed increased ownership of the laboratory materials, reagents, laboratory environment and especially of learning, showing a sense of active participation in the experimental activities.

Keywords:
inquiry-based; biochemistry laboratory; autonomy

Amino Acids and Proteins: Proposal for a Practical Activity Using an Investigative Approach

Practical classes are potential learning environments for developing a variety of skills. This article presents a proposal for a practical activity that involves the development of cognitive skills and laboratory instrumentation, in which the content about amino acids and proteins in a Biochemistry course is addressed in a scientific investigation environment. In groups, students are encouraged to solve a pre-proposed problem, having the autonomy to develop an experimental strategy. The entire activity is structured with an approach that integrates theory and practice, aiming to gather information about unknown samples, guiding the practice towards critical and creative observation of the experimental process.

Development and Evaluation of a Methodology for Teaching Human Embryology

Traditional human embryology courses are demanding in that they require students to rapidly understand the various changes that occur simultaneously on a macro and on a microscopic scale in embryos. Students have difficulty in grasping the concepts presented and in creating three-dimensional mental images of the processes invblved. Knowledge of normal and abnormal human development is important for understanding the pathophysiology, clinical treatment and surgical repair of malformations. In this study, we developed a teaching methodology to illustrate and enhance the comprehension of normal human embryology and of birth defects. The strategy involved movies of the assisted reproduction techniques, congenital malformations correction surgeries, the Flash MX (Macromedia) animation development and the macro- and microscopical digital documentation of embryos, fetuses and neonates following autopsy. Newborn babies were also photographed in a nursery. The ultrasound and macro- and microscopic images were carefully described, computer edited, catalogued and organized into a digital image database. The autopsy findings, clinical history and other relevant data were aiso stored in the database. These teaching tools were used in the Human Morpho-Physiology course of the medical curriculum at State University of Campinas. The embryology lectures were divided into two parts. During the first part, the development of the body's structures was explained, while in the second, images of selected autopsies were shown to the students, who were also encouraged to find and discuss the malformations and their clinical history, diagnosis and therapeutics. The teaching materiais were also organized on an educational software used by the students as a complement to the lectures. At the end of the course, research methodology was used aiming at evaluating the developed teaching material and method via an attitudinal measuring scale instrument. Most of the students approved of the method and emphasized the importance of integration between basic and clinical disciplines. This approach proved useful for solving an important difficulty associated with teaching methods in many medical institutions, namely, the lack of integration between basic and clinical disciplines

The Potential of Educational Applications in the Formative Assessment Process

The debate about real objectives of assessment is not new; however, currently still predominating some aspects, such as the enhancement of memory and practice that reflects a traditionalist and limited approach. It is necessary to overcome the exclusive use of traditional assessments in order to adopt a formative assessment. This modality seeks to identify student gaps and needs in the educational process, to receive feedback and take necessary decisions to improve teaching and learning processes. To meet this imminent need and seeking to assist teachers in implementing a formative evaluation, some technological resources have been developed. This study aimed to describe the potential of three applications (Armet, The Cell, and 3DClass) in the formative evaluation process, through the databases associated with them. Results show that these applications provide more transparent and consistent evaluation metrics, enabling the teacher to systematize criteria and indicators, reducing the subjectivity of the formative assessment process and the time spent for processing, tabulation, and data analysis. Considering that it is possible to check what issues were recurring errors, total quantity of mistakes, what questions had more level of success and how long they took to develop the activity. They also allow ascertaining whether there has been growth over time or even identifying where errors occur; allowing a thorough investigation on the possible causes, student’s feedback, as well as pointed and directed teacher interventions.

The evolution of the Krebs cycle: A promising subject for meaningful learning of biochemistry

Evolution has been recognized as a key concept for biologists. To enhance comprehension and motivate biology undergraduates for the contents of central energetic metabolism, we addressed the Krebs cycle structure and functions in an evolutionary view. To this end, we created a study guide that contextualizes the emergence of the cyclic pathway, in light of the prokaryotic influence since the early anaerobic condition of the Earth to increase oxygen in the atmosphere. The study guide is composed of three interrelated sections: (1) a problem, designed to arouse curiosity, inform and motivate students, (2) a text about life evolution, including early microorganisms and the emergence of the Krebs cycle, and (3) questions for debate. The activity consisted on individual reading and peer discussion based on this written material, under the guidance of the instructors. The questions were designed to foster debate in an ever-increasing level of complexity and to strengthen the main contextual aspects leading to emergence, evolving, and permanency of a complex metabolic pathway. Based on classroom observation, analysis of student's written responses, and individual interviews, we noticed they were engaged and motivated by the task, especially during group discussion. The whole experience suggests that the study guide was a stimulus to broaden the comprehension of the Krebs cycle, reinforcing the evolutionary approach as an important subject for learning purposes. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:288–296, 2016.

Constructivist and Remote Laboratory: Potentially Meaningful Didactic Sequence for Continued Training of Science Teachers in Latin America

This research emanates from a doctoral study aimed at developing a Moodle-based course to enhance meaningful learning among science teachers in Latin America. The focus was on their continuous professional development regarding the epistemological approach of the science laboratory, incorporating remote laboratories. The methodological sequence included: 1) Reviewing the state of the art, 2) Course planning, and 3) Validation of the course through the judgment of 9 experts in the field. The next steps of the research involve validation through the judgment of users (students from the Pós-Graduação Multiunidades em Ensino de Ciências e Matemática - PECIM-UNICAMP program and science teachers affiliated with the Education Directorate of the West of Campinas, SP) during the first semester of 2017.

Science Teacher Education in Times of Pandemic: An Online Learning Strategy on Constructivist and Remote Approaches to Science Laboratory

In the current context of exceptionality determined by the pandemic of the new coronavirus, an educational mediation research was developed by the Educational Technology Lab-UNICAMP, with an interpretive and descriptive perspective, in order to have evidence of science teachers' learning on constructivist and remote approaches to teaching in the science teaching laboratory. The researchers propose to contribute to science teachers through their continuing education in constructivist and remote approaches to raise the quality of distance science education, assumes the potential of remote experimentation due to its wide potential to help the process of teaching science at a distance. As part of the results of the application of the distance education strategy for the continuing education of teachers, it was possible to identify favorable conceptual changes consistent with current trends more widely accepted on the role of didactic experimentation in science teaching.

Meaningful learning through epistemological experimentation with remote laboratories

Abstract: Research carried out on science laboratory didactics favors constructivist styles and approaches, such as those based on research and problem solving, since through these it is possible for students to apply methods and procedures to solve real problems, in addition to learning techniques and apply experimental protocols. In this sense, five different studies were developed, which together discussed to respond to the general objective of this research, that is, to promote meaningful learning in science teachers in Latin America through their continuous and asynchronous training in the Moodle learning platform. On the epistemological and remote approach of the didactic science laboratory. In this way, with the general context of the research lo-cated in the continuous training of Brazilian and Venezuelan science teachers, graduated in the areas of Physics, Chemistry, Biology, the first study of a theoretical nature entitled: what is the learning? How does it happen? How to facilitate it? from the visions of Ausubel's Meaningful Learning Theories and Mayer's Multimedia Learning. The study presented a wide theoretical and critical review of the state of the art in different directions of interest for the research, through which it was possible to estimate the low level of correspondence and the antagonistic positions of these two relevant, powerful and current theoretical references of teaching of the sciences. The second study carried out was entitled "Constructivist and remote laboratory: potentially significant didactic sequence for the continuous training of science teachers in Latin America", it represented the process of construction and validation of the asynchronous course on the Moodle platform to facilitate continuous training in the epistemological and remote laboratory of science teachers. The third, fourth and fifth studies were a direct result of the application of the course. These were: "Epistemological conceptions and pedagogical visions about the teaching and learning of science: the case of science teachers. Brazil and Venezuela. The role of didactic experimentation in science teaching: evidence of meaningful learning by their teachers and Potentially Significant Educational Units under the epistemological and remote approach of the didactic laboratory: evidence of meaningful learning by teachers of science". Finally, the process of continuous training of the science teacher in constructivist approaches, based on problem solving, sensitized the science teacher in their conceptions about NdC and about how science teaching should be carried out to facilitate meaningful learning, possibly generating potential contributions in the development of students' science notions, consistent with their eminent human, consensual, social, dynamic and erratic nature. In this way, the implementation of remote experimentation approaches in science teaching offers the democratic opportunity of availability to public schools, student access to didactic experimentation. As part of future perspectives, it is proposed to carry out pedagogical mediations that help the science teacher in the process of implementing the didactic sequences with epistemological and remote approaches.