Cicuto Camila, Pazinato Maurícius, Torres Bayardo
Universidade Federal do Pampa, Dom Pedrito, Brazil.
Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.
Biochem Mol Biol Educ. 2019 Jan;47(1):85-92. doi: 10.1002/bmb.21187. Epub 2018 Nov 26.
Scientific articles have been explored as a didactic resource in the teaching of Biochemistry, as well as in other areas of science. This teaching strategy contributes to the learning and understanding of specific concepts, and development of the skills, necessary for the research training of students. The present study investigated the use of scientific articles in the Topics in Metabolism course, which was offered to Biochemistry graduate students, at the University of São Paulo. Instead of lectures and seminars, two main activities were used: directed study (DS) and discussion groups (DG). Both utilized and explored high impact publications with a recognized quality of intellectual production. In this active learning environment, the objective was to evaluate the perception of the students regarding the teaching strategy, and the level of effort each student expended to understand the course material. Data collection involved using the responses to open and closed questions, from two questionnaires. Then the Pirouette software was employed to perform the Hierarchical Cluster Analysis (HCA). The results indicated that 78% of the students had a positive perception of the teaching strategy and struggled less to understand the course material. On the other hand, 22% of the students had a less positive perception of the strategy and displayed a less intense course engagement. Ultimately, the results presented in the present study indicate that the adoption of this teaching strategy can help graduate students to develop the ability to read critically and thoroughly understand scientific materials, which are fundamental skills for future researchers. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):85-92, 2018.
科学文章已被视为生物化学教学以及其他科学领域的一种教学资源。这种教学策略有助于学生学习和理解特定概念，并培养学生研究训练所需的技能。本研究调查了圣保罗大学为生物化学研究生开设的新陈代谢专题课程中科学文章的使用情况。该课程采用了两种主要活动，取代了讲座和研讨会：定向学习（DS）和讨论小组（DG）。这两种活动都利用并探讨了具有公认知识产出质量的高影响力出版物。在这个主动学习环境中，目的是评估学生对教学策略的看法，以及每个学生为理解课程材料所付出的努力程度。数据收集包括使用两份问卷中对开放式和封闭式问题的回答。然后使用Pirouette软件进行层次聚类分析（HCA）。结果表明，78%的学生对教学策略有积极的看法，理解课程材料时遇到的困难较少。另一方面，22%的学生对该策略的看法不太积极，课程参与度也较低。最终，本研究呈现的结果表明，采用这种教学策略可以帮助研究生培养批判性阅读和透彻理解科学材料的能力，而这是未来研究人员的基本技能。© 2018国际生物化学与分子生物学联盟，47(1):85 - 92，2018。
