Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts

Detalhes bibliográficos
Autor(a) principal: Magalhães, Prislaine Pupolin [UNESP]
Data de Publicação: 2020
Outros Autores: Oliveira, Rodrigo Cardoso, Ponce, Daniela [UNESP], Zuliani, Silvia Regina Quijadas Aro [UNESP]
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190117.ING
http://hdl.handle.net/11449/211209
Resumo: Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.
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spelling Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific ConceptsDidactic SequencesInquiry-Based TeachingPBLProteinuriaCurrent teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.Universidade Estadual PaulistaUniversidade de São PauloUniversidade Estadual PaulistaAssociação Brasileira de Educação MédicaUniversidade Estadual Paulista (Unesp)Universidade de São Paulo (USP)Magalhães, Prislaine Pupolin [UNESP]Oliveira, Rodrigo CardosoPonce, Daniela [UNESP]Zuliani, Silvia Regina Quijadas Aro [UNESP]2021-07-14T10:20:55Z2021-07-14T10:20:55Z2020-01-13info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article404-413application/pdfhttp://dx.doi.org/10.1590/1981-5271v43suplemento1-20190117.INGRevista Brasileira de Educação Médica. Associação Brasileira de Educação Médica, v. 43, n. 1 suppl 1, p. 404-413, 2020.0100-55021981-5271http://hdl.handle.net/11449/21120910.1590/1981-5271v43suplemento1-20190117.INGS0100-55022019000500404S0100-55022019000500404.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengRevista Brasileira de Educação Médicainfo:eu-repo/semantics/openAccess2024-01-25T06:37:12Zoai:repositorio.unesp.br:11449/211209Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T23:59:09.325803Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts
title Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts
spellingShingle Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts
Magalhães, Prislaine Pupolin [UNESP]
Didactic Sequences
Inquiry-Based Teaching
PBL
Proteinuria
title_short Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts
title_full Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts
title_fullStr Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts
title_full_unstemmed Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts
title_sort Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts
author Magalhães, Prislaine Pupolin [UNESP]
author_facet Magalhães, Prislaine Pupolin [UNESP]
Oliveira, Rodrigo Cardoso
Ponce, Daniela [UNESP]
Zuliani, Silvia Regina Quijadas Aro [UNESP]
author_role author
author2 Oliveira, Rodrigo Cardoso
Ponce, Daniela [UNESP]
Zuliani, Silvia Regina Quijadas Aro [UNESP]
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
Universidade de São Paulo (USP)
dc.contributor.author.fl_str_mv Magalhães, Prislaine Pupolin [UNESP]
Oliveira, Rodrigo Cardoso
Ponce, Daniela [UNESP]
Zuliani, Silvia Regina Quijadas Aro [UNESP]
dc.subject.por.fl_str_mv Didactic Sequences
Inquiry-Based Teaching
PBL
Proteinuria
topic Didactic Sequences
Inquiry-Based Teaching
PBL
Proteinuria
description Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.
publishDate 2020
dc.date.none.fl_str_mv 2020-01-13
2021-07-14T10:20:55Z
2021-07-14T10:20:55Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190117.ING
Revista Brasileira de Educação Médica. Associação Brasileira de Educação Médica, v. 43, n. 1 suppl 1, p. 404-413, 2020.
0100-5502
1981-5271
http://hdl.handle.net/11449/211209
10.1590/1981-5271v43suplemento1-20190117.ING
S0100-55022019000500404
S0100-55022019000500404.pdf
url http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190117.ING
http://hdl.handle.net/11449/211209
identifier_str_mv Revista Brasileira de Educação Médica. Associação Brasileira de Educação Médica, v. 43, n. 1 suppl 1, p. 404-413, 2020.
0100-5502
1981-5271
10.1590/1981-5271v43suplemento1-20190117.ING
S0100-55022019000500404
S0100-55022019000500404.pdf
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Revista Brasileira de Educação Médica
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eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 404-413
application/pdf
dc.publisher.none.fl_str_mv Associação Brasileira de Educação Médica
publisher.none.fl_str_mv Associação Brasileira de Educação Médica
dc.source.none.fl_str_mv SciELO
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
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reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
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