A counterpoint between computer simulations and biological experiments to train new members of a laboratory of physiological sciences

Abstract

When new members join a working group dedicated to scientific research, several changes occur in the group's dynamics. From a teaching point of view, a subsequent challenge is to develop innovative strategies to train new staff members in creative thinking, which is the most complex and abstract skill in the cognitive domain according to Bloom's revised taxonomy. In this sense, current technological and digital advances offer new possibilities in the field of education. Computer simulation and biological experiments can be used together as a combined tool for teaching and learning sometimes complex physiological and biophysical concepts. Moreover, creativity can be thought of as a social process that relies on interactions among staff members. In this regard, the acquisition of cognitive abilities coexists with the attainment of other skills from psychomotor and affective domains. Such dynamism in teaching and learning stimulates teamwork and encourages the integration of members of the working group. A practical example, based on the teaching of biophysical subjects such as osmosis, solute transport, and membrane permeability, which are crucial in understanding the physiological concept of homeostasis, is presented.

Human AQP1 Is a Constitutively Open Channel that Closes by a Membrane-Tension-Mediated Mechanism

“…Supporting research, glossary, figures, table, and references (39)(40)(41)(42)(43)(44)(45)(46) are available at http://www.biophysj.org/biophysj/supplemental/S0006-3495(12) 05065-5.…”

A EFICÁCIA DA Lepidiummeyenii (MACA PERUANA) NO TRATAMENTO DA DISFUNÇÃO SEXUAL NA MENOPAUSA

“…Muitos estudos já demonstram que os conhecimentos em disciplinas como Fisiologia, Farmacologia e Técnica Cirúrgica, entre outras, podem ser adquiridos com a substituição de animais por métodos alternativos, mantendo a qualidade do ensi no (COUTO et al, 2019;DEWHURST, 2008;DEWHURST et al, 1994;DINIZ et al, 2006;FAWVER;ROBERTSON;BECKETT, 1990;OZU et al, 2012;PATRONEK;RAUCH, 2007;SHORE et al, 2013). A Human Society of the United States ([s.d.…”

“…Nessa abordagem, os erros experimentais e variações biológicas não ocorrem, e as experiências podem ser reproduzidas inúmeras vezes sem perda de material (JOHN, 2013). Essa metodologia de ensino, denominada de Aprendizado Assistido por Computador (AAC), auxilia na compreensão dos processos fisiológicos complexos e na aquisão de habilidades como interpretação de dados (OZU et al, 2012).…”

“…No entanto, embora os programas computacionais sejam uma ferramenta educacional valiosa e organizem, de forma didática e flexível, uma infinidade de informações (SHAIKH et al, 2017), eles devem apresentar alguns requisitos básicos. Dentre esses, podemos citar a apresentação de uma base consistente de dados experimentais e o fornecimento de diferentes níveis de organização biológica, com vias de causalidade e efeito (OZU et al, 2012). Além disso, o desenvolvimento do software deve atender às necessidades dos docentes e permitir a modificação e ampliação do conteúdo disponibilizado, incorporando novas abordagens educacionais.…”

Global stability and exact solution of an arbitrary-solute nonlinear cellular mass transport system

“…This model has been used extensively in cryobiology (see, for example, [13,15,16,[21][22][23][24][25][26][27][28]) and in a wide variety of other applied and theoretical settings [5,17,[29][30][31][32][33][34], including Reuss et al [35] who model two permeating 1 Concentration and molality are essentially equivalent in near ideal-dilute conditions. 2 solutes and comment explicitly about the absence of an exact solution.…”