Augmented reality approach for metabolic pathways teaching

Detalhes bibliográficos
Autor(a) principal: Vega Garzón, Juan Carlos
Data de Publicação: 2014
Outros Autores: Magrini, Márcio Luiz, Costa, Caetano da, Galembeck, Eduardo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Bioquímica
Texto Completo: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/402
Resumo: A glycolysis paper puzzle has been used as strategy to teach metabolic pathways, but this kind of game demands a higher number of instructors and limits the follow up of the students’ difficulties. A technology called Augmented Reality (AR) was applied to enable the puzzle usage in large audiences, and to provid feedback to students and instructors. Drafted as flashcards readable by an app installed in tablets, it conveys information as molecules 3D-structure, clues for correct assembling of the metabolic pathway and results of student progression in the activity. Such technological improvement brought more autonomy to students for solving proposed exercises and an embedded performance data collection system helpful to understand,and after to unravel students’ difficulties.
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spelling Augmented reality approach for metabolic pathways teachingRealidade aumentada no ensinode vias metabólicasMetabolic pathways, Augmented reality, Active learningMetabolic pathways, Augmented reality, Active learningVias metabólicas; Realidade aumentada; Aprendizagem ativaVias metabólicas; Realidade aumentada; Aprendizagem ativaA glycolysis paper puzzle has been used as strategy to teach metabolic pathways, but this kind of game demands a higher number of instructors and limits the follow up of the students’ difficulties. A technology called Augmented Reality (AR) was applied to enable the puzzle usage in large audiences, and to provid feedback to students and instructors. Drafted as flashcards readable by an app installed in tablets, it conveys information as molecules 3D-structure, clues for correct assembling of the metabolic pathway and results of student progression in the activity. Such technological improvement brought more autonomy to students for solving proposed exercises and an embedded performance data collection system helpful to understand,and after to unravel students’ difficulties.Um quebra-cabeças da glicólise em papel tem sido utilizado como estratégia para o ensino de metabolismo. Essa forma de jogo em papel demanda um número grande de instrutores e limita o acompanhamento das dificuldades apresentadas pelos alunos. A tecnologia denominada Realidade Aumentada (RA) foi empregada para favorecer o uso da estratégia de montagem de vias metabólicas em classes numerosas e armazena dados de utilização, que fornecem feedback para alunos e professores. Cartas com estruturas moleculares são lidas por um aplicativo instalado em dispositivos móveis que exibem informações como a estrutura 3D das moléculas, pistas para a montagem da sequência correta da via metabólica e resultados da progressão na atividade. A utilização de RA possibilitou maior autonomia para os estudantes resolverem os exercícios propostos e fornece dados de avaliação de desempenho que permite compreender, e posteriormente sanar, as dificuldades apresentadas pelos alunos.Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBqPIBIT Unicamp, PNPD CAPES, Colciencias/ColombiaVega Garzón, Juan CarlosMagrini, Márcio LuizCosta, Caetano daGalembeck, Eduardo2014-12-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/40210.16923/reb.v12i2.402Revista de Ensino de Bioquímica; v. 12, n. 2 (2014): REB (Ago-Dez); 129-143Revista de Enseñanza de Bioquímica; v. 12, n. 2 (2014): REB (Ago-Dez); 129-143Journal of Biochemistry Education; v. 12, n. 2 (2014): REB (Ago-Dez); 129-143Revista de Ensino de Bioquímica; v. 12, n. 2 (2014): REB (Ago-Dez); 129-1432318-8790reponame:Revista de Ensino de Bioquímicainstname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)instacron:SBBQMporhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/402/459/*ref*/Mitre SM, Siqueira-Batista R, Girardi-de-Mendonça JM, Morais-Pinto NM, Meirelles CAB, Pinto-Porto C et al. Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciência & Saúde Coletiva, 2008; 13(Sup 2): 2133-44./*ref*/Berbel NAN. As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências Sociais e Humanas, 2011; 32(1): 25-40./*ref*/Gardner J, Belland JR. A conceptual framework for organizing active learning experiences in biology instruction. J. Sci. Educ. Technol., 2012; 21:465-75./*ref*/Thompson P. The digital natives as learners: technology use patterns and approaches to learning. Computers & Education, 2013; 65: 12-33./*ref*/Alan R. The digital natives are restless: inspiring a new generation of learners. School Business Affairs, 2012; 78(1): 8-10./*ref*/Schönborn KJ, Anderson TR. Bridging the Educational Research-Teaching Practice Gap: Foundations for Assessing and Developing Biochemistry Students’ Visual Literacy. Biochem. Mol. Biol. Educ. 2010; 38(5): 347-354./*ref*/Santos VJSV, Oliveira EA, Vega Garzón JC, Galembeck E. Desenvolvimento e avaliação de uma ferramenta para diagnóstico de literacia visual, contextualizada no ensino de metabolismo. Revista de Ensino de Bioquímica, 2013; 1: 54-88./*ref*/Barke H, Hazari A, Yitbarek S. Misconceptions in chemistry: Adressing perceptions in chemical education. Berlin: Springer-Verlag; 2009./*ref*/Villafañe SM, Bailey CP, Loertscher J, Minderhout V, Lewis JE. Development and Analysis of an Instrument to Assess Student Understanding of Foundational Concepts Before Biochemistry Coursework. Biochem. Mol. Biol. Educ. 2011; 39(2): 102-109./*ref*/Heidrich DN, Angotti JAP. Implantação e avaliação de ensino semipresencial em disciplinas de bioquímica utilizando ambiente virtual de aprendizagem. Revista Brasileira de Ensino de Bioquímica e Biologia Molecular, 2010; 1./*ref*/Barrette-Ng IH. The pH Ruler: A Java Applet for Developing Interactive Exercises on Acids and Bases. Biochem. Mol. Biol. Educ., 2011; 39(4): 332-38./*ref*/Taylor A. Teaching biochemistry and molecular biology in 3D: The new next generation science standards. Biochem. Mol. Biol. Educ., 2013; 41(5): 348-50./*ref*/Hartfield PJ. Reinforcing Constructivist Teaching in Advanced Level Biochemistry Through the Introduction of Case-Based Learning Activities. Journal of Learning Design, 2010; 3(3): 20-31./*ref*/Van Merrienboer JJG. Perspectives on Problem Solving and Instruction. Computers & Education, 2013; 64: 153-60./*ref*/Mueller D, Strohmeier S. Design characteristics of virtual learning environments: State of research. Computers & Education, 2011; 57(4): 2505-16./*ref*/Wardenski RF, Espindola MB, Struchiner M, Giannella TR. Blended learning in biochemistry education: Analysis of medical students' perceptions. Biochem. Mol. Biol. Educ., 2012; 40(4): 222-8./*ref*/Teri S, Acai A, Griffith D, Mahmoud Q, Ma DWL, Newton G. Student Use and Pedagogical Impact of a Mobile Learning Application. Biochem. Mol. Biol. Educ., 2014; 42(2): 121-35./*ref*/Wu H, Lee SW, Chang H, Liang J. Current status, opportunities and challenges of augmented reality in education. Computers & Education, 2013; 62: 41-9./*ref*/Annetta L, Burton EP, Frazier W, Cheng R, Chmiel M. Augmented reality games: Using technology on a budget. Science Scope, 2012; 36(3): 54-60./*ref*/Munnerley D, Bacon M, Wilson A, Steele J, Hedberg J, Fitzgerald R. Confronting an augmented reality. Research in Learning Technology, 2012; 20(suppl): 39-48./*ref*/Lee K. The future of learning and training in augmented reality. InSight: A Journal of Scholarly Teaching, 2012; 7: 31-42./*ref*/Galembeck E, Magrini ML, Vega Garzón JC. Using augmented reality to bring interactivity to metabolism teaching. Anais da XLIII Reunião Anual da Sociedade Brasileira de Bioquímica e Biologia Molecular, 2014; May 17-20; Foz do Iguaçu/PR, Brazil./*ref*/Marzzoco A, Torres BB. Bioquímica básica. 3. ed. Rio de Janeiro: Guanabara Koogan, 2007./*ref*/Vega Garzón JC, Magrini, M, Galembeck, E. Using augmented reality (AR) application to teach the glycolysis. Livro de resumos do II workshop BFM. 1 edição. 2014; 13 e 14 de agosto; Campinas/SP, Brazil. pp. 22.Direitos autorais 2014 Revista de Ensino de Bioquímicahttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess2022-03-25T17:25:28Zoai:ojs.bioquimica.org.br:article/402Revistahttp://bioquimica.org.br/revista/ojs/index.php/REBONGhttp://bioquimica.org.br/revista/ojs/index.php/REB/oaicontato@bioquimica.org.br||ensinodebioquimica@gmail.com2318-87901677-2318opendoar:2022-03-25T17:25:28Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)false
dc.title.none.fl_str_mv Augmented reality approach for metabolic pathways teaching
Realidade aumentada no ensinode vias metabólicas
title Augmented reality approach for metabolic pathways teaching
spellingShingle Augmented reality approach for metabolic pathways teaching
Vega Garzón, Juan Carlos
Metabolic pathways, Augmented reality, Active learning
Metabolic pathways, Augmented reality, Active learning
Vias metabólicas; Realidade aumentada; Aprendizagem ativa
Vias metabólicas; Realidade aumentada; Aprendizagem ativa
title_short Augmented reality approach for metabolic pathways teaching
title_full Augmented reality approach for metabolic pathways teaching
title_fullStr Augmented reality approach for metabolic pathways teaching
title_full_unstemmed Augmented reality approach for metabolic pathways teaching
title_sort Augmented reality approach for metabolic pathways teaching
author Vega Garzón, Juan Carlos
author_facet Vega Garzón, Juan Carlos
Magrini, Márcio Luiz
Costa, Caetano da
Galembeck, Eduardo
author_role author
author2 Magrini, Márcio Luiz
Costa, Caetano da
Galembeck, Eduardo
author2_role author
author
author
dc.contributor.none.fl_str_mv
PIBIT Unicamp, PNPD CAPES, Colciencias/Colombia
dc.contributor.author.fl_str_mv Vega Garzón, Juan Carlos
Magrini, Márcio Luiz
Costa, Caetano da
Galembeck, Eduardo
dc.subject.por.fl_str_mv Metabolic pathways, Augmented reality, Active learning
Metabolic pathways, Augmented reality, Active learning
Vias metabólicas; Realidade aumentada; Aprendizagem ativa
Vias metabólicas; Realidade aumentada; Aprendizagem ativa
topic Metabolic pathways, Augmented reality, Active learning
Metabolic pathways, Augmented reality, Active learning
Vias metabólicas; Realidade aumentada; Aprendizagem ativa
Vias metabólicas; Realidade aumentada; Aprendizagem ativa
description A glycolysis paper puzzle has been used as strategy to teach metabolic pathways, but this kind of game demands a higher number of instructors and limits the follow up of the students’ difficulties. A technology called Augmented Reality (AR) was applied to enable the puzzle usage in large audiences, and to provid feedback to students and instructors. Drafted as flashcards readable by an app installed in tablets, it conveys information as molecules 3D-structure, clues for correct assembling of the metabolic pathway and results of student progression in the activity. Such technological improvement brought more autonomy to students for solving proposed exercises and an embedded performance data collection system helpful to understand,and after to unravel students’ difficulties.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-17
dc.type.none.fl_str_mv





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url http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/402
identifier_str_mv 10.16923/reb.v12i2.402
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/402/459
/*ref*/Mitre SM, Siqueira-Batista R, Girardi-de-Mendonça JM, Morais-Pinto NM, Meirelles CAB, Pinto-Porto C et al. Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciência & Saúde Coletiva, 2008; 13(Sup 2): 2133-44.
/*ref*/Berbel NAN. As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências Sociais e Humanas, 2011; 32(1): 25-40.
/*ref*/Gardner J, Belland JR. A conceptual framework for organizing active learning experiences in biology instruction. J. Sci. Educ. Technol., 2012; 21:465-75.
/*ref*/Thompson P. The digital natives as learners: technology use patterns and approaches to learning. Computers & Education, 2013; 65: 12-33.
/*ref*/Alan R. The digital natives are restless: inspiring a new generation of learners. School Business Affairs, 2012; 78(1): 8-10.
/*ref*/Schönborn KJ, Anderson TR. Bridging the Educational Research-Teaching Practice Gap: Foundations for Assessing and Developing Biochemistry Students’ Visual Literacy. Biochem. Mol. Biol. Educ. 2010; 38(5): 347-354.
/*ref*/Santos VJSV, Oliveira EA, Vega Garzón JC, Galembeck E. Desenvolvimento e avaliação de uma ferramenta para diagnóstico de literacia visual, contextualizada no ensino de metabolismo. Revista de Ensino de Bioquímica, 2013; 1: 54-88.
/*ref*/Barke H, Hazari A, Yitbarek S. Misconceptions in chemistry: Adressing perceptions in chemical education. Berlin: Springer-Verlag; 2009.
/*ref*/Villafañe SM, Bailey CP, Loertscher J, Minderhout V, Lewis JE. Development and Analysis of an Instrument to Assess Student Understanding of Foundational Concepts Before Biochemistry Coursework. Biochem. Mol. Biol. Educ. 2011; 39(2): 102-109.
/*ref*/Heidrich DN, Angotti JAP. Implantação e avaliação de ensino semipresencial em disciplinas de bioquímica utilizando ambiente virtual de aprendizagem. Revista Brasileira de Ensino de Bioquímica e Biologia Molecular, 2010; 1.
/*ref*/Barrette-Ng IH. The pH Ruler: A Java Applet for Developing Interactive Exercises on Acids and Bases. Biochem. Mol. Biol. Educ., 2011; 39(4): 332-38.
/*ref*/Taylor A. Teaching biochemistry and molecular biology in 3D: The new next generation science standards. Biochem. Mol. Biol. Educ., 2013; 41(5): 348-50.
/*ref*/Hartfield PJ. Reinforcing Constructivist Teaching in Advanced Level Biochemistry Through the Introduction of Case-Based Learning Activities. Journal of Learning Design, 2010; 3(3): 20-31.
/*ref*/Van Merrienboer JJG. Perspectives on Problem Solving and Instruction. Computers & Education, 2013; 64: 153-60.
/*ref*/Mueller D, Strohmeier S. Design characteristics of virtual learning environments: State of research. Computers & Education, 2011; 57(4): 2505-16.
/*ref*/Wardenski RF, Espindola MB, Struchiner M, Giannella TR. Blended learning in biochemistry education: Analysis of medical students' perceptions. Biochem. Mol. Biol. Educ., 2012; 40(4): 222-8.
/*ref*/Teri S, Acai A, Griffith D, Mahmoud Q, Ma DWL, Newton G. Student Use and Pedagogical Impact of a Mobile Learning Application. Biochem. Mol. Biol. Educ., 2014; 42(2): 121-35.
/*ref*/Wu H, Lee SW, Chang H, Liang J. Current status, opportunities and challenges of augmented reality in education. Computers & Education, 2013; 62: 41-9.
/*ref*/Annetta L, Burton EP, Frazier W, Cheng R, Chmiel M. Augmented reality games: Using technology on a budget. Science Scope, 2012; 36(3): 54-60.
/*ref*/Munnerley D, Bacon M, Wilson A, Steele J, Hedberg J, Fitzgerald R. Confronting an augmented reality. Research in Learning Technology, 2012; 20(suppl): 39-48.
/*ref*/Lee K. The future of learning and training in augmented reality. InSight: A Journal of Scholarly Teaching, 2012; 7: 31-42.
/*ref*/Galembeck E, Magrini ML, Vega Garzón JC. Using augmented reality to bring interactivity to metabolism teaching. Anais da XLIII Reunião Anual da Sociedade Brasileira de Bioquímica e Biologia Molecular, 2014; May 17-20; Foz do Iguaçu/PR, Brazil.
/*ref*/Marzzoco A, Torres BB. Bioquímica básica. 3. ed. Rio de Janeiro: Guanabara Koogan, 2007.
/*ref*/Vega Garzón JC, Magrini, M, Galembeck, E. Using augmented reality (AR) application to teach the glycolysis. Livro de resumos do II workshop BFM. 1 edição. 2014; 13 e 14 de agosto; Campinas/SP, Brazil. pp. 22.
dc.rights.driver.fl_str_mv Direitos autorais 2014 Revista de Ensino de Bioquímica
http://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2014 Revista de Ensino de Bioquímica
http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq
publisher.none.fl_str_mv Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq
dc.source.none.fl_str_mv Revista de Ensino de Bioquímica; v. 12, n. 2 (2014): REB (Ago-Dez); 129-143
Revista de Enseñanza de Bioquímica; v. 12, n. 2 (2014): REB (Ago-Dez); 129-143
Journal of Biochemistry Education; v. 12, n. 2 (2014): REB (Ago-Dez); 129-143
Revista de Ensino de Bioquímica; v. 12, n. 2 (2014): REB (Ago-Dez); 129-143
2318-8790
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