Promover Modelos Explicativos Sobre Las Interacciones Químicas Del Felodipinocitocromo P450: Una Propuesta Didáctica Basada en La Modelización

Abstract

PROMOTING EXPLANATORY MODELS ON FELODIPINE-CYTOCHROME P450 INTERACTION: A DIDACTIC PROPOSAL MODELING-BASED. This article presents the results of the study of explanatory models produced by 81 students of first-year of medicine at the Universidad del Norte in Barranquilla-Colombia. The students face a case in the area of chemistry applied to medicine, through a contextualized problem situation (SPC), constructed from a perspective of teaching chemistry in context. The explanatory models generated by the students were analyzed qualitatively at four moments of the implementation of a teaching proposal. The results obtained at the beginning of the implementation of the proposal indicate that the students did not elaborate any type of explanatory model. However, these arised from the teaching proposal that involves the SPC in which the students begin to generate explanatory models supported by chemistry content and categorized mostly in the research as Descriptive and Interpretative, a situation fostered by the theoretical and methodological coherence of the SPC, which was designed from a perspective of teaching in context based on modeling and leveraged by scaffolding.

Explanatory Models Derived from Context-Based Teaching: An Investigation in Undergraduate Chemistry Education

“…We characterized explanatory models produced by 58 first-year medical students. Constructs were generated from a contextualized problem situation (CPS) with intermolecular interactions, Gibbs free energy, and isomerism . This iteration identified adjustments and additions needed for the new teaching activity.…”

“…The first stage involved designing the CPS to encourage the development of explanatory models by creating a problem that was relevant to a specific teaching context. The problem was designed taking into account the school level and science topics (such as chemistry) that would help students generate a solution . The second stage involved collecting qualitative data from medical students at different times during the semester.…”

“…The problem was designed taking into account the school level and science topics (such as chemistry) that would help students generate a solution. 6 The second stage involved collecting qualitative data from medical students at different times during the semester. In the third stage, each researcher analyzed the data individually.…”

“…This progression depends on the teaching activity, for example, by constructing genuine problems, in which there is no fixed order for solving problems, but there can be multiple paths by which the understanding and solution of the problem can be reached. In this study, student learning is connected to explanatory models built by generating answers to a contextualized problem (felodipine–protein interaction) …”

“…Such research have been historically focused at the high school level, − and few studies have examined explanatory models of chemical interactions at the university level. − As chemistry is mainly model-based, learning chemical representations is essential. , Some authors have proposed that for gaining a comprehensive understanding of chemistry university students, the focus should be on (a) understanding primary chemical representations as well as their scope and limitations and (b) creation, expression, and testing of representations. The construction of explanatory models by students is particularly relevant because it fosters student ideas and emphasizes aspects of these ideas that, when questioned by the teacher, favor critical analysis of the model. , …”