Virtual experimentation with Dose-Response simulator as a teaching tool in biology
DOI:
https://doi.org/10.32870/Ap.v8n2.855Keywords:
virtual laboratory, learning method, virtual learning, simulatorsAbstract
We present an educational innovation strategy that consists on the implementation of a virtual investigation project in biology. In university education, some lab practices are prohibitive due to high costs. For distance university education, there are few virtual educational resources that can be used instead. In this paper we share the experience of using the dose-response simulator 1.0. The simulator has been developed in our lab to explore the usability and the learning levels achieved by the students. An exploratory study was conducted with a group of students from the Research Methods I course of the Bachelor’s degree biology program. The work corresponds to a virtual, structured, semi-closed type, guided by specialized teaching supervision. Two levels of knowledge were evaluated: the management of the program and the understanding of theoretical knowledge. 69.2% of the students stated that using the simulator was easy. According with Bloom's taxonomy, from 100 to 92.3% performed well in activities at the apply and analyze levels, and 76.9 to 61.5% at the synthesize level. 7.7% did not adapt at all. The results indicate a high level of student learning. Simulators are an alternative for teaching when lab practices are expensive.
References
Anderson, Lorin W. & Krathwohl, David. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. Boston, MA (Pearson Education Group): Allyn & Bacon.
Barolli, Elisabeth; Laburú, Carlos; Guridi, Verónica. (2010). Laboratorio didáctico de ciencias: caminos de investigación. Revista Electrónica de Enseñanza de las Ciencias, vol. 9, núm. 1, pp. 88-110. Recuperado de http://reec.uvigo.es/volumenes/volumen9/ART6_VOL9_N1.pdf
Bernhard, Jonte. (2010). Insightful learning in the laboratory: Some experiences from 10 years of designing and using conceptual labs. European Journal of Engineering Education, vol. 35, núm. 3, pp. 271-287. doi: https://doi.org/10.1080/03043791003739759
Bloom, Benjamin. (Ed.). (1956). Taxonomy of Educational Objectives: The classification of educational goals. Handbook I: Cognitive Domain. Nueva York: Longmans, Green.
Brocks, Dion. (2015). uSIMPK. An Excel for Windows-based simulation program for instruction of basic pharmacokinetics principles to pharmacy students. Computer Methods and Programs in Biomedicine, vol. 120, núm. 3, pp. 154-163. doi: https://doi.org/10.1016/j.cmpb.2015.04.006
Bruner, Jerome. (1961). The art of discovery. Harvard Educational Review, vol. 31, pp. 21–32.
Cooper, Martyn. (2005). Remote laboratories in teaching and learning-issues impinging on widespread adoption in science and engineering education. International Journal of Online Engineering (iJOE), vol. 1, núm. 1, pp 1-7. Recuperado de http://online-journals.org/i-joe/article/view/298
Cooper, Jonathan; Vik, Jon; Waltemath, Dagmar. (2014). A call for virtual experiments: accelerating the scientific process. Progress in Biophysics and Molecular Biology, vol. 117, núm. 1, pp. 99-106. doi: http://dx.doi.org/10.1016/j.pbiomolbio.2014.10.001
Crespo, Elio y Álvarez, Tomás. (2001). Clasificación de las prácticas de laboratorio de Física. Pedagogía Universitaria, vol. 6, núm. 2, pp. 1-7. Recuperado de http://cvi.mes.edu.cu/peduniv/index.php/peduniv/article/view/181
Cronbach, Lee Joseph & Snow, Richard. (1977). Aptitudes and instructional methods: A handbook for research on interactions. Nueva York: Irvington.
Dantas, Arianne & Kemm, Robert. (2008). A blended approach to active learning in a physiology laboratory-based subject facilitated by an e-learning component. Advances in Physiology Education, vol. 32, núm. 1, pp. 65–75. doi: https://doi.org/10.1152/advan.00006.2007
Ertugrul, Nesimi. (2000). Towards virtual laboratories: A survey of LabVIEW-based teaching/learning tools and future trends. International Journal of Engineering Education, vol. 16, núm. 2, pp. 1-10. Recuperado de https://www.ni.com/pdf/academic/us/journals/ijee_04.pdf
Fraga, Jesús. (1996). Estrategia metodológica para la enseñanza del método experimental en la física. En Temas escogidos de didáctica de la física (pp. 65-71). Pueblo y Educación.
García, Agustín y Gil, Mario. (2006). Entornos constructivistas de aprendizaje basados en simulaciones informáticas. Revista Electrónica de Enseñanza de las Ciencias, vol. 5, núm. 2, pp. 304-322. Recuperado de http://www.docenciauniversitaria.org/volumenes/volumen5/ART6_Vol5_N2.pdf
García, Miguel. (2005). El laboratorio de química en microescala en las actividades experimentales. Enseñanza de las Ciencias, número extra, VII congreso. Recuperado de https://ddd.uab.cat/pub/edlc/edlc_a2005nEXTRA/edlc_a2005nEXTRAp358labqui.pdf
Gaytán, Susana; Pontiga, Francisco; Pásaro, María. (2001). Programa piloto de aprendizaje interactivo de la neurobiología: nuevas estrategias de enseñanza de la electrofisiología. Revista de Enseñanza Universitaria, núm. 18, pp. 73-80. Recuperado de https://idus.us.es/xmlui/handle/11441/13435
Gómez, A. (1999). Una alternativa didáctica para el perfeccionamiento de la formación de habilidades experimentales en los futuros licenciados en Educación de la carrera Física y Electrónica. Santiago de Cuba: Centro de Estudios de Educación Superior “Manuel F. Grant”, Universidad de Oriente.
Gorghiu, Laura; Gorghiu, Gabriel; Dumitrescu, Crinela; Olteanu, Radu; Bîzoi, Mihai; Suduc, Ana-Maria. (2010). Implementing virtual experiments in sciences education-challenges and experiences achieved in the frame of VccSSe Comenius 2.1. Project. Procedia Social and Behavioral Sciences, vol. 2, pp. 2952–2956. doi: https://doi.org/10.1016/j.sbspro.2010.03.446
Govea-Valladares, E.; Medellín-Castillo, H.; Lim, T.; Khambay, B.; Rodríguez-Florido, M.; Ballesteros, J. (2012). Desarrollo de un simulador virtual para planeación de osteotomías mandibulares en cirugías ortognáticas. Revista Mexicana de Ingeniería Biomédica, vol. 33, núm. 2, pp. 147-158. Recuperado de http://new.medigraphic.com/cgi-bin/resumen.cgi?IDARTICULO=62899
Hacking, Ian. (1983). Representing and Intervening. Cambridge: University Press.
Hodson, Derek. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, vol. 28, núm. 2, pp. 115-135. doi: href="https://doi.org/10.1080/0022027980280201"target="_blank">https://doi.org/10.1080/0022027980280201
Hoskins, Sally; Stevens, Leslie; Nehm, Ross. (2007). Selective use of the primary literature transforms the classroom into a virtual laboratory. Genetics, vol. 176, núm. 3, pp. 1381-1389. doi: https://doi.org/10.1534/genetics.107.071183
Kirschner, Paul; Sweller, John; Clark, Richard. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, vol. 41, núm. 2, pp. 75-86. doi: https://doi.org/10.1207/s15326985ep4102_1
Lefèvre, J. (1988). Guía práctica de la enseñanza asistida por ordenador. Barcelona: Gustavo Gili.
López-Bonilla, Guadalupe. (2013). Prácticas disciplinares, prácticas escolares: qué son las disciplinas académicas y cómo se relacionan con la educación formal en las ciencias y en las humanidades. Revista Mexicana de Investigación Educativa, vol. 18, núm. 57, pp. 413-435. Recuperado de https://www.comie.org.mx/v1/revista/portal.php?idm=es&sec=SC03&&sub=SBB&criterio=ART57003
López-Trujillo, Arlette; Nava-Monroy, Ma. Esther; Moreno-Colin, Roberto. (2013). Exploración de los estilos de aprendizaje en los estudiantes de la carrera de Biología. Revista de Estilos de Aprendizaje, vol. 11, núm. 11, pp. 118-138. Recuperado de http://www2.uned.es/revistaestilosdeaprendizaje/numero_11/articulos/articulo_08.pdf
McCaughey, Caroline & Traynor, Marian. (2010). The role of simulation in nurse education. Nurse Education Today, vol. 30, núm 8, pp. 827–832. doi: http://dx.doi.org/10.1016/j.nedt.2010.10.029
Nedelsky, Leo. (1958). Introductory physics laboratory. American Journal of Physics, vol. 26, núm. 2, pp. 267-285. doi: http://dx.doi.org/10.1119/1.1996103
Ravert, Patricia. (2002). An integrative review of computer-based simulation in the education process. Computers Informatics Nursing, vol. 20, núm. 5, pp. 203-208.
Ray, Sandipan; Koshy, Nicole; Diwakar, Shyam; Nair, Bipin; Srivastava, Sanjeeva. (2012). Sakshat Labs: India’s virtual proteomics initiative. PLoS Biol, vol. 10, núm, 7, e1001353. doi: http://dx.doi.org/10.1371/journal.pbio.1001353
Siso, Zenahir; Briceño, José; Álvarez, Christian; Arana, José. (2009). Las prácticas de laboratorio en la formación del profesorado de química. Un primer acercamiento. Revista Electrónica Diálogos Educativos, núm. 18, pp. 139-162. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=3158982
Waldrop, Mitchell. (2013). Education online: the virtual lab. Nature, vol. 499, pp. 268-270. doi: http://dx.doi.org/10.1038/499268a
Zhang, Chao; Thompson, Sarah; Miller, Connie. (2011). A review of simulation-based interprofessional education. Clinical Simulation in Nursing, vol. 7, núm. 4, pp. e117-e126. doi: http://dx.doi.org/10.1016/j.ecns.2010.02.008
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
