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.

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

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.

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.