ABSTRACT
Teaching in experiments of biology is important for the cultivation of life science talents. In view of the rapid development of life science and the increasing demand for research-oriented talent training, teaching in experiments of biology should set up a variety of learning outcomes: to train experimental skill, to cultivate students' experimental design and operation abilities, and to improve students' scientific thinking and innovative consciousness. We have carried out an educational reform on experimental genetic engineering blended course. In this paper, we introduced our methods of organizing online materials, the curriculum design of the blended course, the implementation details, and a preliminary analysis of teaching effects. We found that experimental genetic engineering blended course could support students' active learning and a learning-centered teaching model. Moreover, it could facilitate students' achievement of improving experimental skills, cultivating a rigorous scientific attitude, professional research quality and academic innovation ability.
Subject(s)
Humans , Biological Science Disciplines , Curriculum , Genetic Engineering , StudentsABSTRACT
Introducción. Las herramientas tecnológicas aplicadas a los ámbitos educativos constituyen uno de los avances más notorios en los últimos años, en todos los niveles de formación. Su importancia se ha potenciado, y su vigencia es cada vez mayor. Por ello, indagar sobre su impacto es un tema de interés para todos los actores de los ámbitos académicos. Objetivos. El propósito del presente artículo es evaluar qué tanto acceso a la web 2.0 tienen los docentes y cómo vienen usando esta herramienta esencial en los centros etnoeducativos de la ciudad Riohacha. Materiales y métodos. El tipo de investigación realizada fue de corte descriptivo, con enfoque no experimental / transaccional. De una población total de 64 docentes en los centros de etnoeducación, se tomó una muestra de 45 educadores, para participar en la aplicación de un instrumento bajo la escala de Likert, que tuvo por objeto identificar su nivel de interacción con las aplicaciones y demás características de la web 2.0. Los resultados se analizaron en el programa Excel, lo que generó información de soporte para su reflexión. Resultados. Los hallazgos permiten aseverar que gran parte de los profesores tiene acceso y pone en práctica la herramienta en su actividad cotidiana. Conclusiones. Luego de analizar las diferentes etapas de la investigación se puede concluir que el docente, en la actualidad, tiene acceso y pone en uso las herramientas web 2.0; asimismo, que guarda una orientación especial por capacitarse y adelantar la gestión académica con apoyo de diversas aplicaciones.
Introduction. Technological tools applied to educative environments constitute one of the most notorious advancements in the last years, in all formation levels. Its importance has strengthened and its validity is larger every day. Therefore, to inquire about its impact is a topic of interest for all agents of academic environments. Objectives. The purpose of this article is to evaluate if teachers have access to WEB 2.0 and how have they been using this essential tool in ethno-educative centers of Riohacha city. Materials and Methods. The type of research performed was the descriptive kind, with a non-experimental/transactional approach. From a population of 64 teachers in the ethno-education centers, a sample of 45 teachers was taken; they should participate in the application of the instrument under the Likert scale, which object was to identify its interaction level with applications and other web 2.0 features. The results were analyzed in Excel software, which generated supporting information to reflection. Results. The findings allow assuring that a large amount of the teachers has access and put in practice the tools in their daily duties. Conclusions. After analyzing the different stages of the research, it can be concluded that the teacher, at present, has access and put into use the Web 2.0 tools; likewise, they maintain a special orientation to be trained and carry on the academic management supported in several applications.
Introdução. As ferramentas tecnológicas aplicadas nos âmbitos educativos constituem num dos avances mais notórios nos últimos anos, em todos os níveis de formação. Sua importância se há potenciado, e sua vigência é cada vez maior. Por isto, indagar sobre seu impacto é um assunto de interesse para todos os atores dos âmbitos acadêmicos. Objetivos. O propósito do presente artigo é avaliar que tanto acesso à web 2.0 tem os professores e como vem usando esta ferramenta essencial nos centros etno-educativos da cidade de Riohacha. Materiais e métodos. O tipo de investigação realizada foi de corte descritivo, com enfoque não experimental / transacional. De uma população total de 64 professores nos centros de etno-educação, se tomou uma amostra de 45 educadores, para participar na aplicação de um instrumento sob a escala de Likert, que teve por objeto identificar seu nível de interação com as aplicações e demais características da web 2.0. Os resultados se analisaram no programa Excel, o que gerou informação de suporte para sua reflexão. Resultados. Os descobrimentos permitem asseverar que grande parte dos professores têm acesso e coloca em prática a ferramenta na sua atividade cotidiana. Conclusões. Logo de analisar as diferentes etapas da investigação se pode concluir que o professor, na atualidade, tem acesso e coloca em uso as ferramentas web 2.0; assim mesmo, que guarda uma orientação especial por capacitar-se e adiantar a gestão acadêmica com apoio de diversas aplicações.
ABSTRACT
Objective To evaluate the status of the influence factors of foundational course teachers' academic profession development in medical college.Methods The survey includes academic promotion and academic innovation.In aspect of academic innovation,a total of 68 foundational course teachers in medical college were selected.The subjects were tested by scale of exterior influencing factors on innovative behavior,the assessment scale of innovative behavior and the organizational innovation climate scale,the scientific spirit scale of the scientific and technological talents.The impact of demographic characteristics on academic promotion was also tested.Results In aspect of academic promotion,teachers with different department and education showed statistically significant difference in titles(P＜0.05).The age of teachers' promoted to professor is 40-50 years old,vice professor is 30-40 years old.Generally,it takes 6-10 years to promote to senior titles,and it takes less time for doctors.In aspect of academic innovation,scale was used in 5 points,the lowest 1 point,the highest 5 point.The mean score of the scale of exterior influencing factors on innovative behavior is mission design3.28 ±0.96,innovation investment 2.53±0.74,innovation environment 3.10±0.65.The mean score of the assessment scale of innovative behavior and the organizational innovation climate scale is organization target cognition 3.10 ± 0.74,colleagues relationship 3.44±0.82,team innovation motivation 3.34±0.83.The mean score of the scientific spirit scale of the scientific and technological talents in spiritual science dimension is 3.40±0.67 points.The projects with low scores are distributed in three dimensions of innovation investment,innovation environment and organization target cognition.Conclusions Teachers' academic promotion is related to the department and education.In aspect of academic innovation,teachers' self-evaluation of scientific spirit is higher,the evaluation of the mission design,colleagues relationship,team innovation motivation is also higher,the evaluation of the innovation environment,organization target cognition,innovation investment is lower.Material resources,research cooperation and so on especially should be improved.