Using e‐notebooks to explore biochemistry with an agricultural lens

Gomez, Noe Alberto

doi:10.1002/bmb.21467

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Similarly, endogenous and exogenous factors play critical roles in orchestrating this complex physiology. Through this life-cycle, secondary-level students could be guided through formative and summative strategies that bridge the hierarchical connections between physiological biochemistry and agriculture (11).…”

Section: Applied Concepts In Developmental Physiologymentioning

confidence: 99%

Animal development in the secondary classroom: linking basic science to livestock production

Gomez¹,

2021

Advances in Physiology Education

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The field of life sciences encompasses a myriad of disciplines that collectively provide insight toward the intrinsic framework of life. Developmental physiology is one of these disciplines that can describe the origins of life at the molecular, cellular, tissue, and organismal level. However, organismal development is a continual process that transcends conception and progresses throughout the lifetime of an organism. In this Illumination, we discuss opportunities that secondary-level life science educators have when teaching developmental physiology through an agricultural lens. Specifically, we propose teaching about the origins of meat and milk, as a nontraditional approach for introducing developmental physiology to students. To justify this notion, we explore how novel research in livestock production focuses on meeting food demands imposed by our growing global population. In addition, we link these concepts to commonly employed standards in secondary-level science classrooms across the United States. In conclusion, the science of livestock production provides a window of opportunity for secondary-level physiology instructors to teach developmental physiology in a form that can readily adhere to institutionally employed standards.

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Section: Applied Concepts In Developmental Physiologymentioning

confidence: 99%

Animal development in the secondary classroom: linking basic science to livestock production

Gomez¹,

2021

Advances in Physiology Education

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“…17 YouTube videos, iTunes, an open educational resource text bookbiochemistry, educational songs known as metabolic melodies, 18 flipped classrooms, 19 adopted flipped classrooms, 20 flipped jigsaw activities, 21 online simulations, 22 and Google Classroom 23 have been used with great success. Finally, innovative nontraditional methods, have been introduced such as music, 24 e-notebooks for retrieving information, 25 flashcards, 26 video games, 27 and the application of the ENHANCE concept, which depends on the step-by-step concept in teaching basic sciences to medical students. 28 Currently, smartphones are in the hands of every student.…”

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confidence: 99%

Use of mobile learning applications as an innovative method for the teaching of biochemistry

Abdelazim

Gaber

Adam

et al. 2023

Biochem Molecular Bio Educ

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BackgroundTraditional teaching methods of biochemistry provide effective tools for knowledge transmission, but are considered less engaging with students. Smartphone applications may provide suitable alternatives to compensate for the shortcomings of traditional teaching methods.PurposeThis study aimed to assess the effectiveness of smartphone applications as a complementary method for learning biochemistry.MethodologyA total of 32 students, from the College of Applied Medical Sciences, University of Bisha, Saudi Arabia, were recruited. Students used available mobile applications, and their performance was monitored through assignments, presentations, practical evaluations, and pre‐ and post‐tests. A self‐administered structured questionnaire was used to survey the students' perceptions. It was validated by students enrolled at the College of Applied Medical Science, interns, and medical educators. It was checked for item appropriateness and comprehensiveness using face and content validity.ResultsAround 75% of the students found the mobile applications useful in learning biochemistry, 50% believed that they were easy to use and 100% believed that the breadth of the knowledge presented by these applications was comprehensive. The pedagogical effect of the use of mobile applications in learning biochemistry showed statistically significant differences in student performances post‐use and pre‐use of mobile applications with P values of 0.000, 0.028, 0.023, and 0.000 for tests, assignments, practical evaluation, and presentations, respectively.ConclusionStudents have a positive perception of the use of mobile applications, as it has significantly improved their academic performance in biochemistry.

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Electronic Research Notebooks in the Educational Setting: A Scoping Review

Prosser

Kromer

2023

J Sci Educ Technol

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Using e‐notebooks to explore biochemistry with an agricultural lens

Cited by 3 publications

References 7 publications

Animal development in the secondary classroom: linking basic science to livestock production

Animal development in the secondary classroom: linking basic science to livestock production

Use of mobile learning applications as an innovative method for the teaching of biochemistry

Electronic Research Notebooks in the Educational Setting: A Scoping Review

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