Analysis of Epistemic Practices in Reports of Higher Education Students Groups in Carrying Out the Inquiry-Based Activity of Immunology

Almeida, Daniel Soares de; Marzin-Janvier, Patrícia; Trivelato, Sílvia Luzia Frateschi

doi:10.22600/1518-8795.ienci2016v21n2p105

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…Our framework for epistemic practice analysis was built to contain epistemic practice categories related to the ones found in scientific texts describing experimental results, according to Manzoni-de-Almeida et al [15], and Kelly and Licona [9].…”

Section: Discussionmentioning

confidence: 99%

“…S1). We planned the template for a written report, called “Lab notebook” to favor the assembly of assertions leading to scientific arguments. Thus, we prepared a set of commands that students should fill with the experimental question, hypothesis, expected results, motivation for choosing the test conditions, and the concentration of the substance solution or specifics of the test conditions.…”

Section: Methodsmentioning

confidence: 99%

“…However, there is a lack of studies on teaching and learning immunology. Our group has been analyzing the written discourse produced by students while solving an immunology problem . Students deal with data previously obtained to make claims and justify them according to scientific conceptions.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the inquiry‐based learning structure to promote scientific culture in the classrooms of higher education sciences

Mello

Natale

Trivelato

et al. 2019

Biochem Molecular Bio Educ

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This article examines student engagement in an inquiry‐based learning activity, planned to provide students with elements in the social, epistemic, and conceptual dimensions related to the scientific practice in immunology. The activity was applied to 39 groups of students enrolled in immunology or biochemistry courses in a public university in Brazil. Students performed data‐collection through the execution of an in vitro assay. We analyzed how students represent data and use them to support their claims in their written constructs. To clarify which are the productive epistemologies in students' reports, we developed a framework for epistemic practice analysis. Our findings point to a pattern of several epistemic practice categories in their written text, mostly related to the particular contingences of data analysis, rather than to theoretical concepts. In addition, we observed that students performed literary inscriptions to represent their data; however, they tended not to cite all data obtained in their written texts. These results suggest that immunology education strategies should provide students with approaches that explore the role of data representation in the scientific text rhetoric. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):672–680, 2019.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Exploring the inquiry‐based learning structure to promote scientific culture in the classrooms of higher education sciences

Mello

Natale

Trivelato

et al. 2019

Biochem Molecular Bio Educ

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“…There are few examples in the literature on methods to successfully integrate inquiry based learning for teaching immunology laboratory practical skills in undergraduate laboratories. Manzoni-De-Almeida et al (15) describe a guided-inquiry approach to develop immunology-specific knowledge in undergraduate and graduate laboratories. They found, even using a quite structured approach to inquiry, that students improved their scientific processes knowledge and improved the current (or future) links between students and researchers.…”

Section: Introductionmentioning

confidence: 99%

Using Inquiry-Based Learning to Enhance Immunology Laboratory Skills

2019

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A challenge in teaching immunology in the undergraduate laboratory is to encompass the many varied skills that need to be applied when performing an investigative study of such a complex area. It requires background knowledge, data analysis skills, critical thinking, and design capacities to include relevant controls and applications of particular techniques to answer a research question. It also requires strong technical skills. One such approach is to use inquiry-based learning which allows students a more proactive and integrative role in their learning. In one of our final year immunology units we have incorporated an inquiry-based exercise that runs across four 5-hour sessions. Students are given two cornerstone immunology techniques (ELISA and a flow cytometry-based cytokine bead array), which they use to formulate a study investigating inflammation. Stage one is to design the experiment with some guidance from teaching staff, stage two is to perform the experiment, and then finally students are required to analyze the data, apply appropriate statistics, and write a report outlining their findings. This approach provides students ownership of the process and allows them the opportunity to investigate a real-world problem rather than just attempting to obtain the expected “correct answer.” Feedback from both students and staff has been positive with strong engagement and high quality reports produced.

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“…Ao propor que as práticas epistêmicas poderiam ser agrupadas em quatro grandes práticas associadas ao fazer científico, a saber, a proposição, a comunicação, a avaliação e a legitimação, o trabalho de Kelly (2008) desencadeou diversos estudos que buscaram descrever as práticas epistêmicas adotadas pelos alunos no contexto escolar, evidenciando se a abordagem das disciplinas científicas oportuniza o contato com práticas sociais das ciências (Jiménez-Aleixandre et al, 2008;Manzoni-De-Almeida et al, 2016;Sasseron & Duschl, 2016;Silva, 2008).…”

Section: Introductionunclassified

A Mobilização Do Conhecimento Teórico E Empírico Na Produção De Explicações E Argumentos Numa Atividade Investigativa De Biologia

Silva

Trivelato

2017

IENCI

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Pautando-nos na ideia da Alfabetização Científica como um propósito do Ensino de Ciências e nas recentes proposições de que para alcançá-la devemos favorecer o engajamento dos estudantes em práticas da cultura científica, este trabalho pretende analisar a produção de explicações e argumentos numa atividade didática baseada em investigação a fim de caracterizar a mobilização pelos estudantes do conhecimento teórico e empírico ao se engajarem nessas práticas. Analisando os relatórios científicos elaborados pelos alunos do 1º ano do Ensino Médio ao final da atividade investigativa sobre dinâmica populacional, evidenciamos a importância do conhecimento empírico referente ao contexto de investigação como repertório para a construção de explicações, especialmente quando os estudantes lidavam com dados anômalos ao modelo explicativo já conhecido. Esse conhecimento também se revelou importante para a produção de argumentos válidos, visto que a maior parte das justificativas empreendidas foi de natureza empírica, independente se os dados estavam ou não de acordo com o modelo explicativo já conhecido. Esses resultados reforçam a importância da participação dos estudantes em atividades investigativas, como já defendido por diferentes autores desta área de pesquisa, como também indicam que a prática de investigação propiciou o engajamento em práticas epistêmicas, pois o conhecimento sobre as condições experimentais e os procedimentos de coleta de dados forneceu repertório para a produção de explicações e argumentos. Por fim, discutimos a relevância desta pesquisa para o campo do Ensino de Biologia, buscando defender a promoção de atividades investigativas com enfoque experimental como possibilidade de integrar objetivos conceituais e epistêmicos e ultrapassar as dificuldades geradas pelas especificidades desta área do conhecimento em relação às demais disciplinas do campo das Ciências da Natureza.

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Analysis of Epistemic Practices in Reports of Higher Education Students Groups in Carrying Out the Inquiry-Based Activity of Immunology

Cited by 7 publications

References 6 publications

Exploring the inquiry‐based learning structure to promote scientific culture in the classrooms of higher education sciences

Exploring the inquiry‐based learning structure to promote scientific culture in the classrooms of higher education sciences

Using Inquiry-Based Learning to Enhance Immunology Laboratory Skills

A Mobilização Do Conhecimento Teórico E Empírico Na Produção De Explicações E Argumentos Numa Atividade Investigativa De Biologia

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