Blanco Valentina, Davyt Marcos, García-Alonso Javier, Piccini Claudia, Zunino Pablo, Rodríguez Eliana
Unidad Académica de Laboratorios Prácticos, Facultad de Ciencias, Universidad de la República, Montevideo, Uruguay.
Departamento de Ecología y Gestión Ambiental, Centro Universitario Regional Este - Maldonado, Universidad de la República, Maldonado, Uruguay.
J Microbiol Biol Educ. 2021 Oct 29;22(3). doi: 10.1128/jmbe.00143-21. eCollection 2021 Dec.
We present a resource for instructors that contains results and data sets from the Ames test. Our aim is to share the results we have collected in previous semesters with other instructors, so they will be able to "conduct" the Ames test without the need to set foot in a laboratory classroom. Instructors will be able to use our online resource to perform the test remotely, as a supplement to their laboratory classroom, or even under hybrid circumstances. The coronavirus disease 2019 (COVID-19) pandemic brought many changes, including the way we, as instructors, were able to carry out our educational curricula, since access to laboratory classrooms was not always possible. While COVID-19 restrictions are still in place, and thus access to laboratory classrooms is limited or null, instructors can use our online resource, without the need to set foot in a laboratory classroom. When COVID-19 restrictions are lifted and access to laboratory classrooms is permitted, instructors can follow the procedures we describe and compare their results with ours, which appear in Results and Discussion, or use our data sets as take-home assignments for their students. In addition to its use in detecting the potential mutagenicity of different samples, we have found the Ames test to be extremely useful for developing problem-solving skills by means of exercises like the ones included in this resource. Furthermore, the potential of this test as a starting point for problem-based learning is remarkable. Some suggestions for its use in active learning settings are provided.
我们为教师提供了一个资源，其中包含艾姆斯试验的结果和数据集。我们的目的是与其他教师分享我们在前几个学期收集的结果，这样他们无需进入实验室教室就能“进行”艾姆斯试验。教师将能够使用我们的在线资源远程进行该试验，作为实验室课堂的补充，甚至在混合教学环境下使用。2019年冠状病毒病（COVID-19）大流行带来了许多变化，包括我们作为教师开展教学课程的方式，因为并非总能进入实验室教室。虽然COVID-19限制仍然存在，因此进入实验室教室受到限制或无法进入，但教师可以使用我们的在线资源，而无需进入实验室教室。当COVID-19限制解除且允许进入实验室教室时，教师可以按照我们描述的程序进行操作，并将他们的结果与我们在“结果与讨论”中呈现的结果进行比较，或者将我们的数据集用作给学生的课后作业。除了用于检测不同样品的潜在致突变性外，我们发现艾姆斯试验对于通过本资源中包含的练习等方式培养解决问题的能力非常有用。此外，该试验作为基于问题学习的起点的潜力非常显著。我们还提供了一些在主动学习环境中使用该试验的建议。
