Este trabalho relata uma experiência inovadora realizada entre os programas de pós-graduação no Ensino das Ciências (UFRPE) e Bioquímica (UFPE), explorando a complexidade existente na formação de um conceito, a partir das interações ocorridas entre sujeitos com experiência na área específica de bioquímica (Mestrandos em Bioquímica) e na área de educação (Mestrandas em Ensino das Ciências). Foi realizada uma intervenção junto ao grupo dos bioquímicos sobre a regulação da glicemia, com foco especial sobre o metabolismo da glicose, utilizando uma abordagem metodológica sistêmica. Tal abordagem leva em consideração a visão do sistema como um todo, pois, embora se possam estudar partes individuais em qualquer sistema, deve-se considerar que essas partes não estão isoladas do todo. A visão fragmentada, comum nas atividades em sala de aula quando temas abstratos são abordados, como é o caso do metabolismo da glicose, justifica a dificuldade na compreensão dos alunos e a conseqüente dificuldade na formulação de questões diante de problemas complexos. Diante dessas considerações foi elaborada uma metodologia que seguiu as seguintes etapas: (1) utilização de um filme referenciando um jejum prolongado e um texto contendo uma situação-problema, funcionando ambos como organizadores prévios para o estudo da regulação da glicemia/metabolismo da glicose; (2) coleta de concepções prévias através da construção de mapas conceituais (pré-teste), com utilização de conceitos-chave e outros que os alunos julgaram relevantes; (3) construção, pelos alunos de um modelo representacional do metabolismo da glicose de forma sistêmica, utilizando materiais diversos como cartolina, tecido TNT, massa de modelar e espuma, entre outros; registro através de filmagem e sistematização expositiva de forma argumentativa pelo professor; (4) construção de um segundo mapa conceitual pelos alunos (pós-teste) com os mesmos procedimentos utilizados no pré-teste. Os organizadores prévios têm a pretensão de deixar disponível na estrutura cognitiva do aprendiz as idéias sobre o conteúdo que será abordado e o mapa conceitual, sendo um instrumento dinâmico, reflete a compreensão de quem o faz no momento em que o faz. Após a intervenção, constatamos que a interação entre mestrandos de áreas diferentes possibilitou uma maior compreensão do tema abordado, proporcionando aos mestrandos em educação um aprofundamento da área específica da bioquímica e aos mestrandos em bioquímica a importância da contextualização do conteúdo de forma sistêmica na sala de aula. Os mapas conceituais do pré-teste evidenciaram a dificuldade dos alunos em compreender o metabolismo da glicose inserido no contexto do organismo como um todo, ou seja, de forma sistêmica, caracterizando a fragmentação e descontinuidade do conhecimento, o que se configura, segundo Bachelard, como obstáculo do conhecimento geral. No pós-teste, os mapas conceituais possibilitaram perceber a relação de uma situação do cotidiano em aspecto macro (o estar saciado e o jejum), com aspectos do micro universo (as vias metabólicas celulares relacionadas à utilização e armazenamento da glicose) pelos aprendizes. No pré e pós-teste observamos ainda outros aspectos da relação conceitual. Esperamos que esta experiência possa ser replicada com sucesso em outros contextos.

Category: Summary of SBBQ

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Authors: Fernanda Muniz Brayner Lopes, Risonilta Germano Bezerra De Sá, Iara Da Glória Marcos Da Silva, Margareth Mayer, Zélia Maria Soares Jofili, Ana Maria Dos Anjos Carneiro-Leão

Keywords: glucose metabolism, systemic view up, use of conceptual maps, biochemistry M. SC. students

Biological membranes define cellular boundaries, divide cells into discrete compartments, organize complex reaction sequences, and act in signal reception and energy transformations. This topic is studied in all undergraduate biochemistry courses. Visualization of structures generally facilitates the understanding of many related topics of membrane composition, structures, and protein interactions but they lack in many events that occurs in membranes. Also, at the present time, animations exploring solubilization and reconstitution of membrane proteins in vesicular systems are not available. Thus, we have developed a software named AnimaBio, in Macromedia Flash 7.0, whose principal objective was the animation of some processes used in the study of membrane biology and it was didactically divided in: (1) composition and physics properties; (2) construction of systems mimetically to natural membranes and (3) characterization of these biomimetic systems using experimental examples. The topics explained in each section were: (1) Membranes composition; lipids and proteins distribution; fluid mosaic model; the basic structural unit of lipid bilayer; peripheral proteins; anchored proteins; integral proteins; covalently attached oligosaccharides; solubilization of proteins and hemolytic effects; (2) construction of biomimetical systems using different techniques; sonication followed by direct insertion of proteins and co-solubilization methods; (3) Kinetic properties of the enzyme, reconstituted in the vesicular system, using examples of actions of different agents such as: inhibitors, detergents, ionophores and photosensitive dyes. All topics were illustrated in the animation using some examples such as: erythrocytes membranes; alkaline phosphatase (which have a GPI anchor) and integral proteins such as Na,K-ATPase. AnimaBio has many animations exploring some fragile concepts and each part was also explained in a text. Some items were enriched with glossary definitions, compound structures and technical terminology. This approach allows the student to have a non-fragmented view of membrane biology and to understand the importance of a given interaction of lipid and protein as a whole. Thus, the software provides a non-passive study facilitating the comprehension of this important topic in the biochemistry course and also motivating the student to search the literature for similar examples. Supported by: FAPESP, CNPq and CAPES

 (1 votes)

Category: Summary of SBBQ

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Authors: Ivana Aparecida Borin, Eneida De Paula, Pietro Ciancaglini

Keywords: Interactive Software, study, membrane biology

The knowledge of scientific method provides stimulus and development of critical thinking and logical analysis of information besides the training of continuous formulation of hypothesis to be applied in formal scientific issues as well as in everyday facts. The scientific education, useful for all people, is indispensable for the experimental science students. Aiming at the possibility to offer a systematic learning of the scientific principles, we developed a undergraduate course designed to approximate the students to the procedures of scientific production and publication. The course was developed in a 40 hours, containing two modules: I. Introducing Scientific Articles (papers) and II. Writing Research Project. The first module deals with: (1) the difference between scientific knowledge and common sense; (2) scientific methodology; (3) scientific publishing categories; (4) logical principles; (5) deduction and induction approach and (6) paper analysis. The second module includes (1) selection of problem to be solved by experimental procedures; (2) bibliography revision; (3) support agencies; (4) project writing and presentation and (5) critical analysis of experimental results. The course used a Collaborative Learning strategy with each topic being developed through activities performed by the students. Qualitative and quantitative (through Likert questionnaires) evaluation were carried out in each step of the course, the results showing great appreciation by the students. This is also the opinion of the staff responsible for the planning and development of the course, which is now in its second and improved version.

 (1 votes)

Category: Summary of SBBQ

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Authors: Paulo De ávila Júnior, Bayardo Baptista Torres

Keywords: Introducing Science, undergraduate students

Biomedical careers are highly wished by young students in Brazil. Although future jobs, academic knowledge and higher earnings are tempting reasons for this life choice, few of them are aware of the difficult path through the basic classes. Advanced and specific disciplines are easier to associate with the professional career itself, but few students can identify the importance of the basic knowledge for their future work. Biochemistry is one of the most difficult disciplines for Brazilian students, probably due to the level of abstraction needed to fully learn and understand the topics. Some recent experimental tools, such as bioinformatics, are now helping students with the learning process, providing visual data for understanding biomolecule structure. In addition to this, biochemical reactions could be even tougher because of the many variables involved. To facilitate the learning process for metabolic biochemistry, we created a game based on the board game WAR® , using Photoshop software. Named Metabolic War®, it keeps the same basic rules of WAR , but with some minor changes. The continents are metabolic pathways (citric acid cycle, glycolysis, beta-oxidation, etc) and the countries are metabolic ntermediates. Similarly to the original game, players must conquer an objective (one or more metabolic pathways) by dominating intermediates. But the desired intermediate must be a possible product from an intermediate the player already owns. This and other games were produced by Biomedicine undergraduate students in Metabolic Biochemistry classes. It was presented to other students, who tested and acknowledged it as a great help in understanding metabolic biochemistry, giving a great understanding of integrative metabolism.

 (2 votes)

Category: Summary of SBBQ

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Authors: Anjos, C. M., Gandra, M

Keywords: Biochemistry, game, Metabolic Biochemistry learning, playful learning, science learning

The use of concept maps on the teaching of sciences has been object of worldwide research with different purposes: to detect the previous knowledge of the students on certain topics or to evaluate learning, among others. Based on Ausubel´s cognitive psychology, concept maps assume that the learning is accomplished by assimilation of new concepts and propositions to the students´ cognitive structure, contributing to establish links between the previous and new knowledge. It is especially interesting on the approach of interdisciplinary issues, as many studied in Biochemistry. The relevance of the use of concept maps on biochemistry learning was evaluated on a thirty-hour undergraduation optional course, with interdisciplinary topics, which are not usually included on introductory Biochemistry courses. The course Biochemistry of Animal Venoms was structured in seven module where the biochemical action mechanisms of the venoms of Crotalus sp (south american rattlesnake), Bothrops sp (jararaca), Loxosceles sp (brown spider), Tityus sp (yellow scorpion), Phoneutria sp (armed spider), Apis mellifera (honey bee) and Latrodectus sp (black widow) were discussed. The students worked in small groups and, at each module, there were (1) an oriented study, guided by questions, texts and schemes, supervised by the teachers, (2) the construction of individual concept maps, where the local and systemic effects of the venoms should be predicted by their biochemical composition and (3) the construction of a new map by the group, incorporating the information of the individual maps. The difficulty level of these tasks was gradually increased throughout the course, with lesser time to carry out the tasks, lesser assistance during the oriented study and even lesser information on the venom effects. The course assessment was given by the number, quality and correction of the concepts relationship present in the concept maps, through a questionnaire and by the teachers’ observation. The concept maps produced exceeded the expectation, being gradually more complex at each module. The answers to the questionnaire, in a 1 to 5 scale, showed that the course answered the students’ expectations (4,3), that the topics chosen were satisfactory (4,4) and that the students recommend the course to colleagues (4,6). Besides, the majority agreed that the concept maps improved the learning of the course content (4,5) and that this methodology should be adopted in other courses and disciplines.

Category: Summary of SBBQ

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Authors: Silvia Lopes De Menezes, Erik Montagna, Juliano Rodrigo Guerreiro, Bayardo Baptista Torres

Keywords: Construction, concept maps, Biochemistry learning

The traditional methods to teach biochemistry in most universities are based on the memorization of chemical structures, biochemical pathways and reagent names, which is many times dismotivating for the students. We presently describe an innovative, interactive and alternative method for teaching biochemistry to medical and nutrition undergraduate students, called the Biochemistry Show (BioBio Show). The Biobio show is based on active participation of the students. They are divided in groups and the groups face each other. One group faces another one group at a time, in a game based on true or false questions that involve subjects of applied biochemistry (exercise, obesity, diabetes, cholesterol, free radicals, among others). The questions of the Show are previously elaborated by senior students. The Biobio Show has four phases, the first one is a selection exam, and from the second to the fourth phase, eliminatory confrontations happen. On a confrontation, the first group must select a certain quantity of questions for the opponent to answer. The group who choses the questions must know how to answer and justify the selected questions. This procedure is repeated on all phases of the show. On the last phase, the questions used are taken from an exam previously performed by the students: either the 9-hour biochemistry exam (Sé et al. A 9-hour biochemistry exam. An iron man competition or a good way of evaluating undergraduate students? SBBq 2005, abstract K-6) or the True-or-False exam (TFE) (Sé et al. Are tutor-students capable of writing good biochemistry exams? SBBq 2004, abstract K-18). The winner group receives an extra 0,5 point on the final grade. Over 70% of the students informed on a questionnaire that the Biobio Show is a valuable tool for learning biochemistry. That is a new way to enrich the discussion of biochemistry in the classroom without the students getting bored. Moreover, learning is powered by critical and applied biochemistry emphasis during the Biobio Show. Financial Support: CNPq and PIBIC.

 (1 votes)

Category: Summary of SBBQ

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Authors: A.h. Ono, K.d.r. Oliveira, A.l.r. Araújo, A.b. Sé, R.m. Passos, M. Hermes-Lima

Keywords: Biochemistry Show

Both sensations and biochemical reactions taken place or promoted during ingestion of chocolate were the motivation for investigating the organic compounds present in this source. Cocoa and chocolate are composed by several substances , among them, aminoacids and alkaloids.The objective of this investigation was to purpose a contextured approach of biochemistry through the sensations and reactions involving aminoacids, theobromine and hormones. Methodology: 1. Theoretical part: constituted by theoretical and tutorial classes about aminoacids, theobromine and hormones involved at the metabolism; 2. Questionary: ten questions based upon theoretical classes, personal sensations and general aspects of chocolate; 3.Lecture: Cientific articles searched in periodics by own students as well as newspaper reports; 4. Experimental: Laboratory experiments including extraction, characterization, spectrometric quantification after specific reactions and identification by Rf comparison with standards on TLC from cocoa almonds and both powder cocoa and chocolate. The study was applied in 30 students from a chemistry college. Results: The results pointed out to a higher frequency of the students and to a increased interest from them by biochemistry issues and cientific lectures, as well as a satisfactory acquirement of theoretical and practice knowledge of aminoacids and hormones, spectrometry and chromatography. Conclusion: A contextured approach is quite positive for learning biochemistry to chemists.

Category: Summary of SBBQ

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Authors: M. C. Guedes, C. B. Cayres, G.p. Mercado, E. F. Pimentel, G. F. Silva

Keywords: Biochemistry, Chocolate

After new campi as Instituto Multidisciplinar em Saúde (IMS/UFBA) started working, it was necessary to develop practical classes using domestic reagents at Biochemistry to Pharmacy (IMS078). Firstly, students visited a supermarket to read nutritional information at label and select possible products to be used in class. Moreover, chemical processes and fermentation were discussed as different foods and drinks were analysed. Some food were token to laboratories so that biomole cules qualitative analysis were carried on. Domestic use reagents as pharmaceutical iodine solutions, commercial NaOH and vegetable pigments were used. The substances identified were reductant glycid, starch, fatty acid, triacylglycerol and protein. Reactions allowed to identify fungi and vegetable tissues. Moreover, invertase and alfa-amilase activities were determined. After discussions in class, students could improve biochemical knowledge as well as distinguish between milk or lactic drink, animal fat or vegetable hydrogenated fat, honey or glucose. After that, students produced kits and wrote laboratorial notes for use in classes with the rest of the group.

 (1 votes)

Category: Summary of SBBQ

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Authors: Freitas-Rego, F. R., Pereira, M. G., Loureiro, S. O., Santana, M. T. De, Garrido, R. G., Fabíola De S. R. G. Garrido

Keywords: Education, biochemistry, laboratory

Category: Summary of SBBQ

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Authors: F.a. Leone, R.p.m. Furriel, Ivana Aparecida Borin, J.c. Mcnamara

Keywords: enzyplotw, useful tool, enzyme kinetic parameters

The carotenoids are natural colored pigments varying from yellow to red. They are divided in carotenes, as ?-carotene and lycopene, and their oxygenated derivatives, the xanthophylls, as astaxanthin present in shellfishes. ?-carotenes are precursors of vitamin A being an important anti-oxidant molecule. Both ?-carotene and lycopene, have been used in the cancer inhibition. In the present work, we detected the presence of carotenoids using thin layer chromatography (TLC) for the separation of the pigments of green eatable vegetables, aiming the application of those methods in the practical classes of the Biological Science Course of UFPE. Spinacia oleracea (spinach), Brassica oleracea (cabbage) and Lactuca sativa (lettuce) were macerated with washed send in the presence of sodium sulfate followed by the addition of 25 ml of hexane until total homogeneity. The extracts were filtrated, washed with 10 ml of hexane, concentrated in vacuum evaporator and resuspended in hexane. The hexanic extract was applied on silica gel G plates activated at 120°C for 30 min. The chromatogram was developed in hexane-benzene-pyridine system (40:5:5). All the used solvents were from analytical grade, ?-carotene (C40H56) and astaxanthin (C40H52O4) from Sigma St. Louis – USA were used as standards. Meanwhile, the lycopene was identified by a comparison with the same compound present in a tomato extract. The results demonstrated that ?-carotene has a higher concentration in the spinach and cabbage than in the lettuce. However, lettuce presented more lycopene than the others two vegetables. Astaxanthin was not detected in all studied vegetables. In conclusion, green eatable vegetables could be a good source of ?-carotene protecting against low vitamin A concentration in the organisms and the degenerative disturbs related to oxidative reactions. Finally, the students will be orientated to correlate the carotenoids actions in the prevention of diseases caused by free radicals. Supported by PROACAD/UFPE.

Category: Summary of SBBQ

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Authors: D.s. Paiva, Maria Paz C. Silva, M.e.c. Chaves

Keywords: extraction, identification, carotenoids

New teaching methodologies have been developed to facilitate the learning of biochemistry concepts. A new approach to Biochemistry teaching has become more frequent, one that does not require reagents but use photos, videos, softwares etc. Experimental Biochemistry classes, i.e. covering characterization of amino acids and proteins, might be more productive with the use of complementary didactic material. Furthermore, if experiments cannot be implemented, classes may be well illustrated with complementary didactic material covering from the simplest to the most complex experiments. In order to aid Biochemistry classes without practical experiments, some tests and reactions were documented in our laboratory through digital photos, for instance: (1) the biuret reaction wherein the blue reagent turns violet in the presence of proteins and changes to pink when combined with short-chain polypeptides; (2) the ninhydrin test used in amino acid analysis of proteins: most of the amino acids are hydrolyzed and react with ninhydrin; when reacting with these free amines, a deep blue or purple color appears; (3) methods for detecting proteins wherein spectrophotometry is used, that deals with the relationship between absorbance, concentration and path length, which constitute the Beer-Lambert Law. A didactic material constituted by texts, schemes and illustrated by photos has been created for each class topic. This material can be used either as a teacher script or in a presentation form to illustrate classes without experimental activities. Financial Support: Pro-Reitoria Graduação-USP, CNPq.

 (1 votes)

Category: Summary of SBBQ

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Authors: Parreira, I., Pietro Ciancaglini

Keywords: amino acids, biochemistry classes, determination reactions, didactic material, proteins

The benefits of using interactive computer softwares in Education have been discussed for some time. This approach can improve cognitive capacity, better learning and, mainly, it makes information acquisition easier. This work presents the development of a software called SISFISIO. It is an “exercise and practice” system designed for teaching Physiology in biomedical courses. It was developed using the Delphi interface system and Macromedia Flash. The Flash components were integrated with Delphi using an ActiveX control. The internal structure of the software has two linearly-linked lists (a linked list is one of the fundamental data structures used in computer programming): one for the exercises and another for the question of each exercise. The information is stored in a text file that should be filled by the instructor. The SISFISIO software uploads this file and it fills the data structures cited above. Upon completion of a Physiology module, the student’s answers can be immediately verified, the scores tallied and the duration of the exercise measured.SISFISIO was incorporated into biomedicine classes at USS. The student’s evaluation, based on the 5-point Likert questionnaire and spontaneous comments, has indicated that the software has facilitated the learning of physiological concepts and was a very stimulating activity.

Category: Summary of SBBQ

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Authors: Tallita Vassequi Silva, Alves, R.s.p., Avelar, J.l.v., Guiné, A.a.a., Pêgo, P.n., Carvalho, C. V. A., De Mesquita, J.f.

Keywords: Education, Physiology, Software

Studies demonstrate that a good strategy in education is the use of games in the school atmosphere, intensifying the teaching and learning process. The game as educational tool motivates the students in an emotional, motor, social and cognitive way, helping them to create mental outlines, to develop the reasoning and in the construction of the knowledge. In this context, the dissemination team of the Centre for Structural Molecular Biotechnology (CBME), in partnership with the Centre for Scientific and Cultural Dissemination (CDCC-USP), developed a board game entitled Synthesizing Proteins, in order to help the learning and the comprehension of the transcription and translation processes, and of the synthesis of proteins, using examples of human proteins. The game was applied and evaluated in a systematic way, in order to validate it as an educational tool of teaching-learning as well as to correctly disseminate it. The CBME dissemination team planned activities like workshops, where the game was applied for high school students of public and private schools of São Carlos city (SP). As evaluation tool a questionnaire was elaborated containing questions regarding the concepts involved in the proteins synthesis process. This questionnaire was applied before (pre-test) and two weeks after the end of the activity (post-test), in order to check the previous and the acquired knowledge of the students after the manipulation of the educational material. Analyzing the results of these pre- and post-tests, it was observed that, although most of the students has presented difficulties regarding the nomenclature and the details of the biochemical processes, these students were able to understand satisfactorily the following aspects: DNA is located in the nucleus of animal cells; the proteins are constituted of amino acids; the dynamics of the molecules of DNA, RNA and proteins during the interactions demonstrated by the game, and the structural difference among these molecules. The most of the students improved their knowledge after playing the game, which validates the game as an useful educational tool in the teaching of protein synthesis. Supported by FAPESP

Category: Summary of SBBQ

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Authors: C.c.p. Da Silva, Talles Henrique Gonçalves De Oliveira, Neusa Fernandes Dos Santos, Nelma Regina Segnini Bossolan, Leila Maria Beltramini

Keywords: Evaluation, game, Synthesizing Proteins, high school students

Education in the current times concerns to the intellectual autonomy, the capacity of decision and the possibilities of the student in making the difference. This work arose due to multi-transdisciplinary perception of an educator’s team from UFPE and UFRJ, to whom scientific research means intentional intellectual activity to attend human needs. As an answer to teacher’s questions about student difficulties of learning scientific methodology, it was included a ludic activity into classroom of high school, graduation and postgraduate levels. First of all a CD- ROM entitled: “O Método Científico: Uma Leitura Virtual” was made with adobe flash program and it was used as neurodidactic strategy (auditory and visual stimulus). After thirty minutes of ludic activities, discussions about importance and utility of scientific method took place, and the Science and the Technology as subjects matters arose. So, a democratic and interfacial environment was produced. As a result of using this didactic activity it was stimulated curiosity, awakened up attention, developed specific abilities of observation, eased association of ideas and improved capacity of analysis and synthesis in all the groups. Ludic activities in education create possibilities of sociability (such as consolidation of student’s individuality), and also stimulate the interest in the Sciences. In this way, for the development of educational projects focused on paradigms changes that lead to the rise of a new didactic culture, the use of diverse interfacial resources becomes necessary.

Category: Summary of SBBQ

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Authors: Maia, W.b., Martins, J.m., Furtado, V.c., Aquino, I.j., Silva, L.g.c., Barreto, S.b., Monteiro, J.m., Lima, V.l.m., De Meis, L., Rangel, D, Oliveira, M.i.p., Cordeiro, M.f.

Keywords: Ludic activity, Neurodidactic strategy, Biochemical education

The progress in the areas of molecular biology and biotechnology has been demonstrating the importance of the teaching-learning of those subjects to students and teachers of the elementary and high school as well as to the society in general. In this sense, the Scientific Dissemination Coordination of CBME has as objective contributes for the dissemination and learning of techniques and basic concepts in that area of the knowledge, in order to awake in the public the scientific interest and the critical sense related to these advances. With the goal to offer elements for the elaboration of activities addressed to science teachers of elementary and high school, a survey of their conceptions on science and biotechnology was made. A questionnaire was applied to 30 teachers that participated in updating courses and training, being that 13 teachers belonged to the region of São Carlos city (SP), 8 belonged to the region of Campinas city (SP) and 9 belonged to Fortaleza city (CE). The questionnaire was applied to the teachers in the beginning of the courses and it was composed of different types of questions, which allowed capturing their personal reflections about science, their knowledge on basic concepts of cell and molecular biology, and their opinions about the applications of the biotechnology. In the analysis of the question What you think about using the modern biotechnology in the production of foods to increase its protein content, in order to turn it larger or to change its taste?, 57% of the teachers agreed partially that this application is useful for the society, 52% agreed totally that the application is morally acceptable while 70% totally disagree as for the encouragement of this application. Some conflicts presented in the registered answers reflect, in certain way, the conflict shown by the academic and scientific communities, as for the ethical aspects of some applications such as transgenic foods, genetic manipulation in animals and the possibility of human cloning. Supported by FAPESP e CNPq.

Category: Summary of SBBQ

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Authors: E.m. Miranda, F.m. Chiari, A.c.r. Guerra, Neusa Fernandes Dos Santos, Nelma Regina Segnini Bossolan, Leila Maria Beltramini

Keywords: Conceptions, elementary, high school, teachers, biotechnology

This work describes some of the possible cognitive operations related to the use of an educational game type activity, which is part of the software e-metabolismo, developed to improve biochemical learning. This interactive activity, called DMDV – Dynamic Metabolic Diagram, allows participants to drag-and-drop components of the sequence of chemical reactions, which describe the metabolic route under study. It also offers to the students quizzes and texts about the subject. The suggestion of cognitive processes possibly triggered by the software, which must improve effective learning, was based on Jean Piaget’s genetic epistemological ideas to explain the cognitive activity. One of these processes is the mere act of playing the game, which Piaget relates to humans needs of learning rules of socialization. It also can be seen as a first step in cognition process, the so called adaptation function that include assimilation and accommodation, interactive processes between intelligent activities and elements from the reality, to became part of the individual´s mental structures. Another example: drag and drop substracts and enzymes pieces in a virtual board, each one corresponding to an specific place in a metabolic route. This operation can be related to motivation, an affective element proposed by Piaget to stimulate curiosity and improve construction of knowledge structures. Besides this issue, the act of choosing pieces is assumed to inform the student previous knowledge (previous cognitive structures), which, according to Piaget, must be misbalanced (equilibration of new structures is supposed to be part of the dynamic process of organization of new knowledge). DMDV was tested with a group of 24 students (2003) and another group of 36 students in 2004, of a Biochemistry Course regularly registered at FFFMCPA´s medicine faculty. The evaluation of the student’s apprenticeship was made by a conventional test and three Conceptual Maps constructed by each student, (a) before playing the game, (b) immediately after, and (c) three months after the use of the game.

 (1 votes)

Category: Summary of SBBQ

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Authors: A. M. P. Azevedo, L.c. Fagundes, M. L. Zaro, M. I. Timm

Keywords: Cognitive Processes, Digital Game, Dinamic Metabolic Diagram Virtual Krebs Cycle

The importance of the teaching of Biotechnology and Molecular Biology is evidenced by the progress of those areas and it generates a demand in the updating of science and biology teachers. In that sense, a project was proposed inside of the Public Education Program of FAPESP, in partnership with CBME. The goal was evaluate, among other educational tools, the contribution of the plastic models - Building the molecules of the life: DNA and RNA - in the teaching and learning of these concepts. Nine science teachers of public elementary schools had an updating course after which they elaborated a diagnosis questionnaire in order to subsidize the application of the activities in the classroom. The activities were planned seeking contextualize the subject in classroom, taking into account the difficulties detected in the diagnosis questionnaire. A sheet of notes was elaborated, where the teachers could record their observations and thoughts after the application of the activities, as well as their possibilities and the students` difficulties. These registers indicated that the teachers were satisfied with the use of the material, which made possible a deepened study on the content and a greater interest and participation of the students. It also allowed a reflection on their practice, glimpsing new ways to teach.

Category: Summary of SBBQ

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Authors: F.m. Chiari, Nelma Regina Segnini Bossolan, Oliveira, M.r.g, Leila Maria Beltramini

Keywords: Educational Models, Biotechnology, Molecular Biology

The technologies of information, together with education resources, have been pointed out as a solution to the improvement of teaching approach, but they still claim for programs to fulfill the demands of didactic materials. So, a biochemical software was developed aiming to contribute for the better understanding of the glycolysis. It was prepared with the help of concept maps, ISIS Draw, ADOBE Photoshop and FLASH MX Program. The introduction screen shows a teacher in a theater presenting glucose as a central molecule in the metabolism of animals, plants and many microorganisms. She invites for a better knowledge of glucose through a view of its discovery and its metabolism. A step by step animation process shows the interaction of glucose in aerobic conditions with the enzymes of the glycolytic pathways and its products. An explanation text of each enzyme catalytic process is provided by links. A static pathway is always available through a link. The fates of pyruvate yielding lactic acid and ethanol under anaerobic conditions are shown as well. The overall reactions of gluconeogenesis and the functional significance of this pathway are presented. The experimental treatment involved the presentation of this hypermedia for Nutrition undergraduate students (UFSC) as a tool for better comprehension of the theme. The students revealed that it was extremely effective in promoting the understanding of the enzymatic mechanisms involved in glycolysis. This suggests that there is a significant added value in employing the software as an instructional effort to enhance student’s abilities to understand biochemical pathways.

 (1 votes)

Category: Summary of SBBQ

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Authors: Juliet Kiyoko Sugai, Antônio, R.v., Figueiredo, M.s.b., Heidrich, D.n.

Keywords: glucose, glycolytic pathways, biochemical hypermedia.

The (Na, K)-ATPase, or sodium pump, is the principal, active transport system that establishes sodium and potassium gradients across the plasma membranes of all animal cells. Such gradients are critical to sustaining important cellular functions like osmotic equilibrium, cell volume and pH homeostasis, among many others (Ann Rev Physiol 65: 817, 2003; Physiol 19: 377, 2004). This transport protein is a heterodimer that consists of a 110-kDa a-subunit and a 55-kDa, glycosylated b-subunit. A group of seven small proteins, known as FXYD proteins from the sequence of a conserved motif has been identified recently, and one of these, FXYD2, constitutes the (Na, K)-ATPase g-subunit. Our model is based on conformational changes occurring between the E1 and E2 forms of the enzyme, which initiates its hydrolytic cycle at a high ATP/ADP ratio. While all steps are reversible, the model does not include the reverse reactions that can take place under appropriate conditions. The E1 state corresponds to that of the SERCA, recently crystallized (Science 304; 1672, 2004; Nature 430: 529, 2004). The animation was developed in Macromedia Flash 8.0® and illustrates the principle of an alternating-access model of an ion pump. The protein is embedded in the membrane with the extracellular face uppermost and the cytoplasmic face at the bottom. Access from the cytoplasmic or extracellular faces to the cation-binding sites, located in the transmembrane moiety, are controlled by two gates (moving horizontal bars), and conformations showing the two gates closed correspond to states with occluded Na+ and K+ sites. Changes in cation-binding site structure entail selective modifications of cation affinity. As the animation proceeds, the mechanism revealing the different steps of enzyme activity can be accessed through a pop-up window. A key explaining the different animation elements is also provided. Supported by: FAPESP, CNPq, and CAPES

Category: Summary of SBBQ

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Authors: F.a. Leone, R.p.m. Furriel, J.c. Mcnamara, Ivana Aparecida Borin, J.d. Horisberger

Keywords: integrated, animated, model, (NA, K)-ATPase Hydrolytic Cycle

The cell machinery, especially its molecular biology, is a subject of difficult comprehension and visualization due to its broadness and complexity. In face of this difficulty, the development of new teaching approaches that go beyond the traditional lectures and textbooks is needed to deal with this issue. Educational games are an alternative for the teaching and learning processes, working as a tool that makes the comprehension of the subject contents easier and more enjoyable, at the same time it stimulates student's thinking, competition and cooperative work. To facilitate the teaching of Molecular Biology, a game called "Using the Molecular Biology" has been proposed. For its development, a data bank with 48 questions and answers was created based on College textbooks and web sites dealing with this issue. The game uses the lymphocyte B as a cell model to approach the processes of DNA replication and transcription, and RNA translation, which are involved in the synthesis of antibodies. The game has been originally conceived as a complement for laboratory classes in the undergraduate medical courses at the Universidade Federal Fluminense. However, to broaden the use of "Using the Molecular Biology" to the High School, a survey form was elaborated and handed out to nine teachers from private and public schools. This form allowed us to classify the game questions into three difficulty levels for teachers and students, according with teacher's opinion: easy, intermediate, and difficult. This material has been offered to the schools registered in the "The future in the schools" Project, where it was tested and used as an educational tool complementary to the traditional Biology classes. The student's receptivity to and the efficacy of this support material have been evaluated.

Category: Summary of SBBQ

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Authors: Fernanda Serpa Cardoso, Luisa B. Gomes Da Silva, Dilvani O. Santos, Carlos Rangel Rodrigues, Helena Carla Castro

Keywords: working, cellular machine