Perception of undergraduate students of a Brazilian University about the Biochemistry course

Detalhes bibliográficos
Autor(a) principal: Nogara, Pablo Andrei
Data de Publicação: 2018
Outros Autores: Schmitz, Gabriela Luisa, Eisenhardt, Luiza Müller, Moura, Bruna Larissa Teixeira, Rocha, João Batista Teixeira, Oliveira, Cláudia Sirlene
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista de Ensino de Bioquímica
Texto Completo: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/753
Resumo: Biochemistry is an essential science that deals with the chemical bases of life, being an important discipline for several areas. Thus, the objective of this work was to evaluate the opinion of students about the Biochemistry course. An instrument, involving questions about the discipline, the professors, the monitors, and a self-evaluation was applied to 231 students from 12 undergraduate courses, divided into 3 areas of knowledge: Natural, Health and Rural Sciences. The majority of the students answered that they consider Biochemistry an important discipline, but they presented a reasonable comprehension of the contents, probably by a lack of chemical skills. The students consider the credit hour of the discipline sufficient but badly used. They said that the Professor performance is reasonable to good, and miss a correlation between the class and the professional acting, especially in the Rural Science. This study showed that the Biochemistry classes need to be rethought for the areas of action of each course. In addition, the students' basic pre-knowledge should be improved.
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spelling Perception of undergraduate students of a Brazilian University about the Biochemistry coursePercepção de estudantes de graduação de uma Universidade brasileira sobre a disciplina de BioquímicaBiochemistry; teaching; students’ perceptionPesquisa em ensinoBiochemistry; teaching; students’ perceptionBiochemistry is an essential science that deals with the chemical bases of life, being an important discipline for several areas. Thus, the objective of this work was to evaluate the opinion of students about the Biochemistry course. An instrument, involving questions about the discipline, the professors, the monitors, and a self-evaluation was applied to 231 students from 12 undergraduate courses, divided into 3 areas of knowledge: Natural, Health and Rural Sciences. The majority of the students answered that they consider Biochemistry an important discipline, but they presented a reasonable comprehension of the contents, probably by a lack of chemical skills. The students consider the credit hour of the discipline sufficient but badly used. They said that the Professor performance is reasonable to good, and miss a correlation between the class and the professional acting, especially in the Rural Science. This study showed that the Biochemistry classes need to be rethought for the areas of action of each course. In addition, the students' basic pre-knowledge should be improved.A Bioquímica é uma ciência essencial, que trata das bases químicas da vida estudada em várias áreas. Assim, o objetivo desse trabalho foi avaliar a opinião de estudantes quanto à disciplina de Bioquímica. Um instrumento, envolvendo questões sobre a disciplina, os professores, a monitoria e uma auto avaliação, foi aplicado para 231 estudantes, os quais já haviam cursado a disciplina, de 12 cursos de graduação, divididos em 3 áreas de conhecimento: Ciências Naturais, da Saúde e Rurais. A maioria dos alunos respondeu que consideram a Bioquímica uma disciplina importante, mas apresentam uma compreensão razoável dos conteúdos, provavelmente por falta de conhecimentos em química. Os alunos consideram a carga horária da disciplina suficiente, mas mal utilizada. O desempenho dos professores foi razoável a bom, mas falta correlação entre as aulas e a atuação profissional do curso, especialmente na Ciência Rural. Este estudo mostrou que as aulas de Bioquímica precisam ser repensadas para as áreas de ação de cada curso, além disso, os pré-conhecimentos básicos dos estudantes deve ser aprimorado.Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBqCAPES/PROEX, CNPq, FAPERGSCAPES, CNPq, FAPERGSNogara, Pablo AndreiSchmitz, Gabriela LuisaEisenhardt, Luiza MüllerMoura, Bruna Larissa TeixeiraRocha, João Batista TeixeiraOliveira, Cláudia Sirlene2018-09-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionentrevista controladaapplication/pdfhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/75310.16923/reb.v16i1.753Revista de Ensino de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 5-25Revista de Enseñanza de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 5-25Journal of Biochemistry Education; v. 16, n. 1 (2018): REB: (Jan-Jun); 5-25Revista de Ensino de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 5-252318-8790reponame:Revista de Ensino de Bioquímicainstname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)instacron:SBBQMenghttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/753/632/*ref*/Berg JM, Tymoczko JL, Stryer L. Bioquímica. 5 ed. São Paulo: GEN. 2014./*ref*/Champe PC, Harvey RA, Ferrier DR. Bioquímica Ilustrada. 5 ed. Porto Alegre: Artmed. 2012./*ref*/Nelson DL, Cox MM. Princípios de Bioquímica de Lehninger. 6 ed. Porto Alegre: Artmed. 2014./*ref*/Santos AP, Moura MF, Barbosa NL, Nascimento MM, Oliveira HD. Biochemistry Questions Analysis From National Exam Of Student Performance (ENADE). Rev Ens Bioq. 2016;14(2):9./*ref*/Vella F. Unity and Diversity in Biochemical Education. Biochem Educ. 1984;12(1):120–123./*ref*/Shaw LG. An Australian's Impression of Biochemistry Education in North American Medical Schools. Biochem Educ. 1984;12:39–41./*ref*/Reys MVT, Mendoza EMT. Biochemical Education in the Philippines. Biochem Educ. 1988;16(3):128–129./*ref*/Zancan GT. Biochemical Education in Brazil. Biochem Educ. 1985;13(4):167–168./*ref*/Vella F. Biochemical Education in Brazil. Biochem Educ. 1988;16(3):130–132./*ref*/Dórea FC, Rodrigues HS, Lapouble OMM, Pereira MR, Castro MS, Fontes W. Biochemical View: A Web Site Providing Material for Teaching Biochemistry Using Multiple Approaches. J Biochem Educ. 2007;84(11): 1866–1870./*ref*/Cicuto CAT, Torres BB. Implementing an Active Learning Environment To Influence Students’ Motivation in Biochemistry. J. Chem. Educ. 2016;93(6):1020–1026./*ref*/Silva T, Galembeck E. Developing and Supporting Students’ Autonomy to Plan, Perform, and Interpret Inquiry-Based Biochemistry Experiments. J. Chem. Educ. 2017;94(1):52–60./*ref*/Pinheiro TDL, Silva JA, Souza PRMS, Nascimento MM, Oliveira HD. Ensino de bioquímica para acadêmicos de fisioterapia: visão e avaliação do discente. Rev Ens Bioq. 2009, 1, Artigo C./*ref*/Arini GS, Cicuto CAT, Torres BB. Analysis of Motivation, Expectations Attainment and Satisfaction of Graduate Students of The Department of Biochemistry, University of São Paulo. Rev Ens Bioq. 2016;14(2)./*ref*/Dods RF. A problem-based learning designing for teaching Biochemistry. J. Chem. Educ. 1996;73:225–228./*ref*/Macaulay JO, Van Damme M-P, Walker KZ. The use of contextual learning to teach Biochemistry to dietetics students. 2009;37:137–142./*ref*/Sears DW. Using inquiry-based exercises and interactive visuals to teach protein structure/function relationships. Biochem Mol Biol Educ. 2002;30:208./*ref*/Whitehead JP, Pence HE. Using computers to teach Biochemistry. Biochem Mol Biol Educ. 2002;30:206–207./*ref*/Roberts JR, Hagedorn E, Dillenburg P, Patrick M, Herman T. Physical models enhance molecular three-dimensional literacy in an introductory Biochemistry course. Biochem Mol Biol Educ. 2005;33:105–110./*ref*/Sé AB, Passos RM, Ono AH, Hermes-Lima M. The use of multiple tools for teaching medical Biochemistry. Adv Physiol Educ. 2008;32:38–46./*ref*/Pereira HABS, Pereira TM, Magalhães AC. Protein Synthesis "The Game". Rev Ens Bioq. 2017;15:40–48./*ref*/Oliveira CS, Schmitz GL, Nogara PA, Rocha JBT. Insulin as a model to teach three-dimensional structure of proteins. Rev Ens Bioq. 2017, 15(2):114-130./*ref*/Silva T, Oliveira ML, Garzon JCV, Galembeck E. Diabetes Mellitus: Generating Issues for The Teaching Of Biochemistry. Rev Ens Bioq. 2016;14(2)./*ref*/Mestana PE, Ribeiro SHD, Moura EC, Freitas V, Grosche VR, Espindola FS, Rodrigues RS, Tudini KAGY, Ávila VMR. From Amino Acids to Enzymes: A Proposal Using Didactic Games to Review the Content of Proteins. Rev Ens Bioq. 2016;14(2)./*ref*/Tarhan L, Ayyildiz Y. The views of undergraduates about problem-based learning applications in a Biochemistry course. J Biol Educ. 2014;49:116–126./*ref*/Garrido RG, Araújo FO, Oliveira TH, Garrido FSRG. O lugar da Bioquímica no processo de cuidar: visão de graduandos em Enfermagem. Rev Ens Bioq. 2010. Artigo C no 1./*ref*/Beckhauser PF, Almeida EM, Zeni ALB. O Universo discente e o ensino de Bioquímica. Rev Ens Bioq. 2006;2(6):Artigo B./*ref*/Silveira JT, Rocha JBT. Avaliação da qualidade de ensino de Bioquímica em cursos de Nutrição. Rev Ens Bioq. 2018./*ref*/Haag GS, Kolling V, Silva E, Melo SC, Pinheiro M. The contributions of monitoring in the teaching-learning process in nursing. Rev Bras Enferm. 2008;61:215–220./*ref*/Assis F, Borsatto AZ, Silva PDD, Peres PL, Rocha PR, Lopes GT. Academic monitory program: perceptions of Student monitors and mentors. R Enferm UERJ 2006;14:391–397./*ref*/Kember D, Jamieson QW, Pomfret M, Wong ETT. Learning approaches, study time and academic performance. Higher Educ. 1995;29:329–343./*ref*/Taber RL. A biochemistry course for non-science majors. Biochem Educ. 1977;5:53–54./*ref*/Kittrell DL and Moore GE. Student Motivation, Nacta Journal, 2013;94-95./*ref*/Maehr ML and Midgley C. Enhancing Student Motivation: A Schoolwide Approach, Educ. Psychol. 1991;26: 399-427./*ref*/Schiefele U. and Schaffner E. Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemp. Educ. Psychol. 2015;42:159–171./*ref*/Brophy J. Synthesis of Research on Strategies for Motivating Students to Learn. Educational Leadership, 1987;45:40-48./*ref*/Han J and Yin H. Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 2016;3:1217819./*ref*/Mesquita SSA and Lelis IAOM. Cenários do Ensino Médio no Brasil. Ensaio: Aval. Pol. Públ. Educ. 2015;23(89):821-842./*ref*/Madeira V, De Lima, ALS, Mello AJR, Melo JAVB, Afonso HCAG, Camara MK, Peixoto A. The Lack of Preparation of Students that Enter Engineering Courses in Brazil, EDUCON, 2018;1360-1363. [40] Muri AF and Ortigão MIR. The Brazilian scientific literacy in the PISA, J Sci Educ. 2017;2(18):80-84./*ref*/OECD Programme for International Student Assessment (PISA). Results from PISA 2015: Brazil. Available: http://www.oecd.org/pisa/pisa-2015-Brazil.pdf/*ref*/Bunce DM. Teaching Is more than Lecturing and Learning Is More Than Memorizing: 2007 James Flack Norris Award. J. Chem. Educ. 2009;86(6):674-680./*ref*/DeHaan RL. The Impending Revolution in Undergraduate Science Education. J. Sci. Educ. Tech. 2005;14(2):253-269./*ref*/Camargo ALC. O discurso sobre a avaliação escolar do ponto de vista do aluno. Rev. Fac. Educ. 1997;23:283-302./*ref*/Klemm WR. What Good Is Learning If You Don’t Remember It? JET. 2007;7(1):61-73./*ref*/Ausubel DP. Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston. 1968./*ref*/Novak JD. Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners. Sci. Ed. 2002;86:548–571.Rio Grande do Sulpor area de conhecimentoDireitos autorais 2018 Revista de Ensino de Bioquímicahttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess2022-03-25T17:24:28Zoai:ojs.bioquimica.org.br:article/753Revistahttp://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:2022-03-25T17:24:28Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)false
dc.title.none.fl_str_mv Perception of undergraduate students of a Brazilian University about the Biochemistry course
Percepção de estudantes de graduação de uma Universidade brasileira sobre a disciplina de Bioquímica
title Perception of undergraduate students of a Brazilian University about the Biochemistry course
spellingShingle Perception of undergraduate students of a Brazilian University about the Biochemistry course
Nogara, Pablo Andrei
Biochemistry; teaching; students’ perception
Pesquisa em ensino
Biochemistry; teaching; students’ perception
title_short Perception of undergraduate students of a Brazilian University about the Biochemistry course
title_full Perception of undergraduate students of a Brazilian University about the Biochemistry course
title_fullStr Perception of undergraduate students of a Brazilian University about the Biochemistry course
title_full_unstemmed Perception of undergraduate students of a Brazilian University about the Biochemistry course
title_sort Perception of undergraduate students of a Brazilian University about the Biochemistry course
author Nogara, Pablo Andrei
author_facet Nogara, Pablo Andrei
Schmitz, Gabriela Luisa
Eisenhardt, Luiza Müller
Moura, Bruna Larissa Teixeira
Rocha, João Batista Teixeira
Oliveira, Cláudia Sirlene
author_role author
author2 Schmitz, Gabriela Luisa
Eisenhardt, Luiza Müller
Moura, Bruna Larissa Teixeira
Rocha, João Batista Teixeira
Oliveira, Cláudia Sirlene
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv CAPES/PROEX, CNPq, FAPERGS
CAPES, CNPq, FAPERGS
dc.contributor.author.fl_str_mv Nogara, Pablo Andrei
Schmitz, Gabriela Luisa
Eisenhardt, Luiza Müller
Moura, Bruna Larissa Teixeira
Rocha, João Batista Teixeira
Oliveira, Cláudia Sirlene
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Biochemistry; teaching; students’ perception
Pesquisa em ensino
Biochemistry; teaching; students’ perception
topic Biochemistry; teaching; students’ perception
Pesquisa em ensino
Biochemistry; teaching; students’ perception
description Biochemistry is an essential science that deals with the chemical bases of life, being an important discipline for several areas. Thus, the objective of this work was to evaluate the opinion of students about the Biochemistry course. An instrument, involving questions about the discipline, the professors, the monitors, and a self-evaluation was applied to 231 students from 12 undergraduate courses, divided into 3 areas of knowledge: Natural, Health and Rural Sciences. The majority of the students answered that they consider Biochemistry an important discipline, but they presented a reasonable comprehension of the contents, probably by a lack of chemical skills. The students consider the credit hour of the discipline sufficient but badly used. They said that the Professor performance is reasonable to good, and miss a correlation between the class and the professional acting, especially in the Rural Science. This study showed that the Biochemistry classes need to be rethought for the areas of action of each course. In addition, the students' basic pre-knowledge should be improved.
publishDate 2018
dc.date.none.fl_str_mv 2018-09-21
dc.type.none.fl_str_mv




dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
entrevista controlada
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/753
10.16923/reb.v16i1.753
url http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/753
identifier_str_mv 10.16923/reb.v16i1.753
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/753/632
/*ref*/Berg JM, Tymoczko JL, Stryer L. Bioquímica. 5 ed. São Paulo: GEN. 2014.
/*ref*/Champe PC, Harvey RA, Ferrier DR. Bioquímica Ilustrada. 5 ed. Porto Alegre: Artmed. 2012.
/*ref*/Nelson DL, Cox MM. Princípios de Bioquímica de Lehninger. 6 ed. Porto Alegre: Artmed. 2014.
/*ref*/Santos AP, Moura MF, Barbosa NL, Nascimento MM, Oliveira HD. Biochemistry Questions Analysis From National Exam Of Student Performance (ENADE). Rev Ens Bioq. 2016;14(2):9.
/*ref*/Vella F. Unity and Diversity in Biochemical Education. Biochem Educ. 1984;12(1):120–123.
/*ref*/Shaw LG. An Australian's Impression of Biochemistry Education in North American Medical Schools. Biochem Educ. 1984;12:39–41.
/*ref*/Reys MVT, Mendoza EMT. Biochemical Education in the Philippines. Biochem Educ. 1988;16(3):128–129.
/*ref*/Zancan GT. Biochemical Education in Brazil. Biochem Educ. 1985;13(4):167–168.
/*ref*/Vella F. Biochemical Education in Brazil. Biochem Educ. 1988;16(3):130–132.
/*ref*/Dórea FC, Rodrigues HS, Lapouble OMM, Pereira MR, Castro MS, Fontes W. Biochemical View: A Web Site Providing Material for Teaching Biochemistry Using Multiple Approaches. J Biochem Educ. 2007;84(11): 1866–1870.
/*ref*/Cicuto CAT, Torres BB. Implementing an Active Learning Environment To Influence Students’ Motivation in Biochemistry. J. Chem. Educ. 2016;93(6):1020–1026.
/*ref*/Silva T, Galembeck E. Developing and Supporting Students’ Autonomy to Plan, Perform, and Interpret Inquiry-Based Biochemistry Experiments. J. Chem. Educ. 2017;94(1):52–60.
/*ref*/Pinheiro TDL, Silva JA, Souza PRMS, Nascimento MM, Oliveira HD. Ensino de bioquímica para acadêmicos de fisioterapia: visão e avaliação do discente. Rev Ens Bioq. 2009, 1, Artigo C.
/*ref*/Arini GS, Cicuto CAT, Torres BB. Analysis of Motivation, Expectations Attainment and Satisfaction of Graduate Students of The Department of Biochemistry, University of São Paulo. Rev Ens Bioq. 2016;14(2).
/*ref*/Dods RF. A problem-based learning designing for teaching Biochemistry. J. Chem. Educ. 1996;73:225–228.
/*ref*/Macaulay JO, Van Damme M-P, Walker KZ. The use of contextual learning to teach Biochemistry to dietetics students. 2009;37:137–142.
/*ref*/Sears DW. Using inquiry-based exercises and interactive visuals to teach protein structure/function relationships. Biochem Mol Biol Educ. 2002;30:208.
/*ref*/Whitehead JP, Pence HE. Using computers to teach Biochemistry. Biochem Mol Biol Educ. 2002;30:206–207.
/*ref*/Roberts JR, Hagedorn E, Dillenburg P, Patrick M, Herman T. Physical models enhance molecular three-dimensional literacy in an introductory Biochemistry course. Biochem Mol Biol Educ. 2005;33:105–110.
/*ref*/Sé AB, Passos RM, Ono AH, Hermes-Lima M. The use of multiple tools for teaching medical Biochemistry. Adv Physiol Educ. 2008;32:38–46.
/*ref*/Pereira HABS, Pereira TM, Magalhães AC. Protein Synthesis "The Game". Rev Ens Bioq. 2017;15:40–48.
/*ref*/Oliveira CS, Schmitz GL, Nogara PA, Rocha JBT. Insulin as a model to teach three-dimensional structure of proteins. Rev Ens Bioq. 2017, 15(2):114-130.
/*ref*/Silva T, Oliveira ML, Garzon JCV, Galembeck E. Diabetes Mellitus: Generating Issues for The Teaching Of Biochemistry. Rev Ens Bioq. 2016;14(2).
/*ref*/Mestana PE, Ribeiro SHD, Moura EC, Freitas V, Grosche VR, Espindola FS, Rodrigues RS, Tudini KAGY, Ávila VMR. From Amino Acids to Enzymes: A Proposal Using Didactic Games to Review the Content of Proteins. Rev Ens Bioq. 2016;14(2).
/*ref*/Tarhan L, Ayyildiz Y. The views of undergraduates about problem-based learning applications in a Biochemistry course. J Biol Educ. 2014;49:116–126.
/*ref*/Garrido RG, Araújo FO, Oliveira TH, Garrido FSRG. O lugar da Bioquímica no processo de cuidar: visão de graduandos em Enfermagem. Rev Ens Bioq. 2010. Artigo C no 1.
/*ref*/Beckhauser PF, Almeida EM, Zeni ALB. O Universo discente e o ensino de Bioquímica. Rev Ens Bioq. 2006;2(6):Artigo B.
/*ref*/Silveira JT, Rocha JBT. Avaliação da qualidade de ensino de Bioquímica em cursos de Nutrição. Rev Ens Bioq. 2018.
/*ref*/Haag GS, Kolling V, Silva E, Melo SC, Pinheiro M. The contributions of monitoring in the teaching-learning process in nursing. Rev Bras Enferm. 2008;61:215–220.
/*ref*/Assis F, Borsatto AZ, Silva PDD, Peres PL, Rocha PR, Lopes GT. Academic monitory program: perceptions of Student monitors and mentors. R Enferm UERJ 2006;14:391–397.
/*ref*/Kember D, Jamieson QW, Pomfret M, Wong ETT. Learning approaches, study time and academic performance. Higher Educ. 1995;29:329–343.
/*ref*/Taber RL. A biochemistry course for non-science majors. Biochem Educ. 1977;5:53–54.
/*ref*/Kittrell DL and Moore GE. Student Motivation, Nacta Journal, 2013;94-95.
/*ref*/Maehr ML and Midgley C. Enhancing Student Motivation: A Schoolwide Approach, Educ. Psychol. 1991;26: 399-427.
/*ref*/Schiefele U. and Schaffner E. Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemp. Educ. Psychol. 2015;42:159–171.
/*ref*/Brophy J. Synthesis of Research on Strategies for Motivating Students to Learn. Educational Leadership, 1987;45:40-48.
/*ref*/Han J and Yin H. Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 2016;3:1217819.
/*ref*/Mesquita SSA and Lelis IAOM. Cenários do Ensino Médio no Brasil. Ensaio: Aval. Pol. Públ. Educ. 2015;23(89):821-842.
/*ref*/Madeira V, De Lima, ALS, Mello AJR, Melo JAVB, Afonso HCAG, Camara MK, Peixoto A. The Lack of Preparation of Students that Enter Engineering Courses in Brazil, EDUCON, 2018;1360-1363. [40] Muri AF and Ortigão MIR. The Brazilian scientific literacy in the PISA, J Sci Educ. 2017;2(18):80-84.
/*ref*/OECD Programme for International Student Assessment (PISA). Results from PISA 2015: Brazil. Available: http://www.oecd.org/pisa/pisa-2015-Brazil.pdf
/*ref*/Bunce DM. Teaching Is more than Lecturing and Learning Is More Than Memorizing: 2007 James Flack Norris Award. J. Chem. Educ. 2009;86(6):674-680.
/*ref*/DeHaan RL. The Impending Revolution in Undergraduate Science Education. J. Sci. Educ. Tech. 2005;14(2):253-269.
/*ref*/Camargo ALC. O discurso sobre a avaliação escolar do ponto de vista do aluno. Rev. Fac. Educ. 1997;23:283-302.
/*ref*/Klemm WR. What Good Is Learning If You Don’t Remember It? JET. 2007;7(1):61-73.
/*ref*/Ausubel DP. Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston. 1968.
/*ref*/Novak JD. Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners. Sci. Ed. 2002;86:548–571.
dc.rights.driver.fl_str_mv Direitos autorais 2018 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 2018 Revista de Ensino de Bioquímica
http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv


Rio Grande do Sul

por area de conhecimento
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. 16, n. 1 (2018): REB: (Jan-Jun); 5-25
Revista de Enseñanza de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 5-25
Journal of Biochemistry Education; v. 16, n. 1 (2018): REB: (Jan-Jun); 5-25
Revista de Ensino de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 5-25
2318-8790
reponame:Revista de Ensino de Bioquímica
instname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)
instacron:SBBQM
instname_str Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)
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reponame_str Revista de Ensino de Bioquímica
collection Revista de Ensino de Bioquímica
repository.name.fl_str_mv Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)
repository.mail.fl_str_mv contato@bioquimica.org.br||ensinodebioquimica@gmail.com
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