RESUMO
Objective @#To construct a visual literacy evaluation system for pupils by Delphi expert consultation method（Delphi method）. @*Methods @#The visual literacy evaluation indices for pupils were preliminarily constructed through literature review. Twenty experts in relevant fields were invited and the visual literacy evaluation system for pupils was established by two rounds of expert consultation based on Delphi method. @*Results @# The average age of 20 experts was（48.35±5.79）years old,of which 19 experts had senior titles,and 17 experts had master's degree or above. The enthusiasm of the experts in two rounds of consulting was both 100.00%. The average authoritative coefficient（W）of the experts was 0.88. For the first consulting round,the W of importance scores from experts was 0.91（P<0.01）;the W of operability scores from experts was 0.89（P<0.01）,which indicated satisfactory consistency. For the second consulting round,the W of importance scores from experts was 0.79（P<0.01）;the W of operability scores from experts was 0.77（P<0.01）,which also indicated satisfactory consistency. The finalized visual literacy evaluation system for pupils after two rounds of expert consultation included three primary indices（eye care knowledge literacy,eye care attitude literacy and eye care behavior literacy）,six secondary indices（basic knowledge,eye care behavior,eye care attitude,eye care willingness,bad eye care behavior and eye protection）and 40 tertiary indices（≥5.0 of eyesight among normal people,always wearing glasses due to poor eyesight and so on）. @*Conclusion @#The experts who participated in the construction of visual literacy evaluation system for pupils had strong professional representativeness,high enthusiasm,high authority and good coordination,and the evaluation system can be used for evaluating pupils visual literacy.
RESUMO
With the rapid development of internet and multimedia technology,the training of visual literacy has gained much more attention.In the teaching of Biochemistry,when confronting numerous visual tools in various ways for biological molecules research and rapid development of subject,teachers and students are required to have higher level of visual literacy.However,it is slighting and retarded to develop visual literacy education in China.Therefore,it is very important to emphasize the improvement of visual literacy in the teaching of Biochemistry,which can improve the ability in teaching design and learning method in this era of graphical interpretation.
RESUMO
Nos últimos anos, tem-se observado nas instituições de ensino superior, públicas e particulares, uma grande dificuldade dos alunos da área da saúde na aprendizagem de Bioquímica. Este problema deve-se principalmente ao uso da abstração para descrever fenômenos que acontecem em nível molecular, além da exigência de conhecimentos básicos de química. Portanto, para tornar a disciplina de Bioquímica efetiva na formação dos nutricionistas é necessário adotar medidas focadas nas principais dificuldades dos alunos. É muito importante ressaltar a necessidade de uma análise do ensino de Bioquímica no curso de Nutrição de uma Instituição de Ensino Superior da rede particular, pois sua contribuição para a formação profissional é, quantitativamente, superior às públicas. Contudo, as reais condições de ensino/aprendizado vigentes têm sido pouco estudadas, do ponto de vista acadêmico. A presente pesquisa identificou as principais dificuldades dos alunos no aprendizado de Bioquímica e propôs alternativas para seu aprimoramento, usando como modelo de estudo a disciplina de Bioquímica no curso de Nutrição em uma Instituição de Ensino Superior da rede particular. Durante a pesquisa, foi traçado um perfil da instituição e dos estudantes, foram realizados questionários e testes, para investigar as principais dificuldades no aprendizado de Bioquímica. Concluímos que os alunos têm grande dificuldade com as representações simbólicas, problemas em compreender palavras novas, interpretar textos e gráficos. Então, foram realizados exercícios direcionados à melhora da compreensão das representações simbólicas, interpretações de textos e gráficos e a cada palavra nova o seu significado era explicado. Diante da necessidade de compreensão de um conceito químico, o assunto era abordado. Também foram realizadas provas em grupo, para que os alunos tivessem a oportunidade de discutir de forma ativa os problemas apresentados. Para avaliar a eficácia das intervenções foram realizados os...
In recent years, it has been observed that life science students in both private and public universities have great difficulties in learning biochemistry. This problem is due mostly to the lack of abstract thought, required for understanding phenomena at the molecular level, accompanied by lack of basic chemistry knowledge. Therefore to improve the effectiveness of biochemistry teaching it is necessary to adopt measures that address the main students' difficulties The analysis of biochemistry teaching in the Nutrition course of a private university is considered essential given that their student output is superior to public universities'. Despite of this, academic research on the actual teaching & learning conditions in private universities is limited. The current research used the teaching of biochemistry to Nutrition students of a private university as a case study. Profiles of the institution and students were drawn and questionnaires and tests carried out to investigate the main difficulties faced by students. We concluded that students have great difficulty in understanding symbolic representations, have problems in understanding new vocabulary and interpreting texts and graphs. Therefore, students were subjected to exercises aimed at developing the understanding of symbolic representations and text and graphics interpretation, with the meaning of each new word explained. Chemistry concepts were discussed as required. Assessments were held in small groups, to provide students the opportunity to actively discuss the issues being presented. To evaluate the effectiveness of these interventions the students were subjected to the same tests used to evaluate their difficulties . The visual literacy test showed considerable improvements in graphs interpretation and new vocabulary. A comparison of before and after evaluation sheets pointed that students were more satisfied with the learning experience following the interventions. Therefore we conclude that it...