Organic chemistry basic concepts teaching in students of large groups at Higher Education and Web 2.0 tools

Romero, Rafael Robaina; Espinoza, Leonidas O. Vidal; Hernández, Darinka Ramírez

doi:10.15517/aie.v19i1.35589

Cited by 13 publications

(11 citation statements)

References 14 publications

(16 reference statements)

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“…Many of the advantages of blogs are indispensable here in making content development more dynamic and the dissemination process more versatile in these times of so-called fake news. Evidence on the use of blogs in teaching subjects in these areas reveals the wide variety of possibilities, including their use as tools for a better understanding of food systems, work on cultural aspects, narratives of students' own experiences in implementing sustainable practices, and regular training in nutritional assessment instruments (Leveritt, Ball, & Desbrow, 2013;Maher & Burkhart, 2017;Paulus & Spence, 2010;Romero, Espinoza, & Hernández, 2019). Other articles have analysed the use of blogs in the teaching of nutrition in the field of Nursing, where a good number of previous approaches focussed on factors such as the good reception by students (Lin & Shen, 2013;Reed & Edmunds, 2015) provided the factors influencing low participation are addressed (Moule, Ward, & Lockyer, 2010), the possibilities they offer to improve the standard of training (Garrity et al, 2014;Maag, 2005), and the advantages of being able to reach a greater number of people interested in health care and food given the potential of blogs to share knowledge and inform (Almeida, Christovam, & Correia, 2018).…”

Section: Introductionmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

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Tools for online collaboration are becoming increasingly prevalent in recent years. Certain characteristics of these tools encourage this proliferation: they are easy to use, always available, allow knowledge to be built collaboratively and disseminated quickly through social networks, and are usually free of charge. In this context, blogs are becoming increasingly important in the field of health as digital newspapers and magazines that support a large number of multimedia formats. The possibility to subscribe to blogs and their availability in formats adaptable to mobile devices mean their content can be taken anywhere. Although the use of blogs is well-established among Health Science professionals, their use among university professors as a component of the teaching strategies in these disciplines is much less common, and thus the benefits, risks and limitations of using blogging as a pedagogical tool are poorly understood. In this preliminary evaluation of a pedagogy, a public WordPress-based blog was developed for the Nutrition and Dietetics module of the undergraduate course in Nursing at the University of Castilla-La Mancha (Spain). This was primarily intended as way to use ICT to increase the level of student engagement and interest in learning the subject, but also as a way to introduce future health professionals to the world of blogging. This paper describes our experiences with this pedagogical project and discusses the advantages and disadvantages of the use of blogs in university Health Sciences teaching. Incorporating this tool into teaching methodologies takes advantages of the theoretical possibilities it offers, which include crucial aspects such as developing critical thinking, acquiring knowledge, answering questions from students, and enabling new mechanisms to develop the skills that must be acquired. However, the challenges and inconveniences are also highlighted; these are principally the lack of motivation and the low participation of the students. By analysing the outcomes of this preliminary evaluation of a pedagogy, it is concluded that blogs are a very useful tool, although it is suggested that the literature shows a certain bias toward the publication of successful trials.

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Section: Introductionmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

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“…The act of learning organic chemistry also used online technology computing, designed as automatic vehicles with systematic (Fellicious, 2018). Furthermore, an animation media such as interactive computer visualization (ICV) which used the Roger Frost organic animation package (Ngozi-Olehi et al, 2018), and technology internet Web 2.0, for courses involving diverse techniques, services and tools that enable participants to actively collaborate with the creation of content, generating of knowledge and sharing of information via online media (Romero et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

Techniques adopted in teaching students organic chemistry course for several years

Sukmawati

2020

jipi

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Organic chemistry is a compulsory course for both science and science education students. Therefore a proper course design is needed to ease the understanding of the concepts considered difficult in terms of learning activities, application of technology, and innovation in the curriculum structure. Various studies have been carried out to solve problems in organic chemistry courses, with the majority focused on concept mastery due to students' difficulty. Furthermore, their thinking skills need to be improved after graduating from the university in accordance with the 21st century, which is associated with the application of technology and curriculum modification. The results showed that most studies in organic chemistry courses focused on improving students' concept, understanding, and thinking abilities. Therefore, little application of technology and curriculum modification is still needed in the innovation of organic chemistry courses, especially in applying technology. In conclusion, courses related to organic chemistry still need innovation, especially in the application of technology. This research can serve as a reference for developing organic chemistry learning in the future.

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“…También es importante que los profesores incluyan tutorías como parte esencial en la formación de los estudiantes, especialmente para aquellos que tienen dificultades de aprendizaje (Rodríguez R. , 2018). Por otra parte, los avances en las tecnologías de la información y la comunicación (TIC), han permitido contar con abundante información en tiempo real, lo cual ha llevado a un nuevo paradigma educativo que se relaciona con las nuevas herramientas educativas de internet, conocidas como Web 2.0, herramientas que facilitan los procesos de enseñanza aprendizaje, ya que son atractivas para los estudiantes (Romero, Espinosa, & Ramírez, 2019). En este sentido, en la tabla 1 se presenta un resumen de algunas herramientas bioinformáticas que pueden ser encontradas en internet.…”

Section: Antecedentesunclassified

Sars CoV2, una experiencia de la bioquímica en contexto para la enseñanza de conceptos asociados a las proteínas

Cepeda

Parra

2021

Red

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El presente artículo muestra los resultados de una intervención didáctica en el marco de la enseñanza de la bioquímica en contexto, con el fin de enseñar algunos conceptos asociados a las proteínas, para un grupo de estudiantes del programa de Licenciatura en Química de la Universidad Pedagógica Nacional. Por esta razón, se abordó el tema del Covid 19, especialmente las proteínas del coronavirus Sars CoV 2 con el fin de enseñar conceptos como: aminoácidos, enlace peptídico, proteínas, estructura primaria y secundaria de las proteínas. De ahí que, los estudiantes trabajaron alrededor de videos explicativos del coronavirus, lecturas de artículos académicos sobre la estructura del virus, conferencias, así como el uso de la bioinformática para diseñar estructuras y predecir las estructuras primaria y secundaria de las proteínas. El desempeño académico de los estudiantes fue determinado mediante un cuestionario inicial, otro final y un resumen escrito en forma de artículo, cuya comparación sugiere que el uso de estas herramientas didácticas, aplicadas en el contexto de la pandemia, mejora el desempeño académico de los estudiantes. This article shows the results of a didactic intervention in the field of teaching biochemistry in context, to teach some concepts associated with proteins. The participants were fourteen students enrolled in the Bachelor of Chemistry program of the National Pedagogical University, with whom the subject of COVID 19 was worked, and emphasis was placed on the proteins of the coronavirus Sars CoV 2, to teach concepts such as amino acids, peptide bond, proteins, primary, and secondary protein structures. Thus, activities such as explanatory videos of the coronavirus, readings of academic articles on the structure of the virus, lectures, as well as the use of bioinformatics tools to design and predict protein structures were carried out. The academic performance of the students was evaluated through mental maps, initial and final questionnaires, as well as an essay. As a result, it could suggest that the use of these didactic tools, applied in the context of the pandemic, improves academic performance, assimilation of new concepts, and increases the interest by learning new topics.

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Organic chemistry basic concepts teaching in students of large groups at Higher Education and Web 2.0 tools

Cited by 13 publications

References 14 publications

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Techniques adopted in teaching students organic chemistry course for several years

Sars CoV2, una experiencia de la bioquímica en contexto para la enseñanza de conceptos asociados a las proteínas

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