Potencialidades y proyecciones de la implementación del mapa conceptual como estrategia de enseñanza-aprendizaje en bioquímica: potentialities and projections / Implementation of the conceptual map as a teaching and learning strategy in biochemistry

La necesidad de generar cambios en la docencia que promuevan el aprendizaje significativo utilizando estrategias centradas en el estudiante ha sido ampliamente discutida en las últimas 2 décadas. Enfocados en esta propuesta, en este trabajo se compartió la implementación del uso de mapas conceptuales en diferentes modalidades en la asignatura Bioquímica para Bioingeniería, como experiencia piloto para uso en diferentes asignaturas del área de las ciencias biológicas. Se describieron las modalidades utilizadas y se discutieron sus ventajas y desventajas, según la apreciación del profesor y de los estudiantes, además de compartir los recursos generados durante la ejecución de esta intervención pedagógica. El análisis de la apreciación del estudiante reveló que la gran mayoría consideró positiva la experiencia lo cual indica que los mapas conceptuales facilitan el establecer relaciones entre conceptos, su memorización y aprendizaje, a la vez que sugieren una amplia y positiva potencialidad del recurso en el aula. A través de este trabajo se invita al profesor a innovar al usar la metodología, creando ambientes de aprendizaje que motiven al estudiante a aprender.

The need to bring about changes in teaching that promote meaningful learning by using student-centered education has been extensively discussed over the past two decades. In this context, this paper presented diverse approaches for the implementation of conceptual maps in several modalities of the subject biochemistry in Bioengineering, as a pilot experience for their use in different subjects of biological sciences. The modalities, their advantages and disadvantages according to the perception of the teachers and students were discussed, and the materials produced while implementing this pedagogical intervention were shared. The analysis of the students' perception revealed that the majority positively valued the experience, indicating that conceptual maps facilitate establishing relationships among concepts, their memorisation and learning, all of which indicate a broad and positive potential of this teaching resource in the classroom. Through this work professors are invited to innovate in using methodology and to create learning climates that encourage the students to learning.

Parasitofauna y alimentación de notothenia c.f. angustata Hutton 1875 pisces notoheniidae en el intermareal de dos localidades del Golfo de Arauco, Chile / Parasite fauna and food contents of notothenia c.f. angustata Hutton 1875 pisces nototheniidae from 2 intertidal localities of the Golfo de Arauco, Chile

We studied the parasite fauna and food contents of 38 juvenile of notothenia c.f. angustata specimens captured in the intertidal of Island Santa María and Maule, in the Arauco Gulf, Chile. Trophic habits of notothenia c.f. angustata were not different between localities, which was mainly algae. A total 11 parasitic taxa among were found with the digenean lecitasther macrocotyle, cestode larvae tetraphyllidea and diphyllidea and nematode ascarophis sp. being the dominant taxa. The abundance of parasites was similar in the two localities, although the infracommunity richness was higher in fish from Maule. The most abundant parasite was L. macrocotyle in hosts from Isla Santa María, while those from Maule they were the diphyllidea larvae and nematodes ascarophis sp. The body length of the hosts was not a good predictor of the variations in abundance and richness at infracommunities, probably because of the early ontogenetic stage of fishes