Produção científica sobre estratégias didáticas utilizadas no ensino de Bioquímica: uma revisão sistemática

Abstract

The aim of this study was to know teaching strategies undertaken by biochemistry teachers in higher education. A systematic review of the literature was conducted, and was included articles developed in Brazilian universities, published in the 2004-2015 period, with descriptors learning, biochemistry and graduation. 40 publications were found, and 2004 was the year with most studies (n=7). The most common activities were conducting experimental activity (32,5%), development of various teaching tools (22,5%), use of Problem-based Learning (20%), use of information technologies (17,5%) and development courses (7,5%). Thus, it was observed that there are groups of teachers working with different teaching strategies seeking to improve student learning. The production and publication of knowledge in teaching in biochemistry can help this process.

Bibliometric analysis of the brazilian periodical journal of biochemistry education

“…This is similar to the findings of Silveira and Rocha in which the Southeast region contributed to the majority of the 40 papers from Brazilian Researchers found in the period of 2004–2015: São Paulo (55%), Rio de Janeiro (15%), and Minas Gerais (7.5%) are the major contributors.…”

“…The majority of the 40 papers found by Silveira and Rocha , in the period of 2004–2015 were from BAMBED ( n = 27), with a smaller contribution from JBE ( n = 12), and these papers described different methodologies to teach Biochemistry to undergraduate students including laboratory classes. A subanalysis of our data showed 50 papers published in JBE in the same period under the same search strategy used by Silveira and Rocha , that is, including papers from two categories (Teaching and Learning Methods and Laboratory Exercises) aimed to undergrad students only. We believe this discrepancy is due to the search strategy used by these authors (inclusion/exclusion criteria and keywords) and database.…”

“…The Southeast Region that comprises the States of São Paulo, Rio de Janeiro, Minas Gerais, and It is important to note that the interstate publications (6.0%) were not accounted to their respective Regions because two of these papers has contributions from two different regions: Pará (North)/Piauí (Northeast) and Pará (North)/São Paulo (Southeast). This is similar to the findings of Silveira and Rocha [7] in which the Southeast region contributed to the majority of the 40 papers from Brazilian Researchers found in the period of 2004-2015: São Paulo (55%), Rio de Janeiro (15%), and Minas Gerais (7.5%) are the major contributors.…”

Avaliação das dificuldades de aprendizado em Bioquímica dos discentes da Universidade Federal do Piauí

“…De fato, diversos estudos colocam a figura do professor como facilitadora do processo ensino-aprendizagem, pois o profissional é capaz de criar diferentes abordagens sobre o conteúdo, permitindo aos alunos construir as suas diferentes concepções sobre os assuntos [20,21,22].…”

Insulin as a model to teach three-dimensional structure of proteins

“…Spadaro [7] observed an increase in students' attendance and grades after the inclusion of practical activities in his biochemical theoretical classes. In this context, several papers have been published with a variety of pedagogical alternatives to improve Biochemistry learning, for instance, games, conceptual mapping, videos/movies, molecular models, among others [8][9][10][11][12][13][14][15][16]. The use of softwares to build and edit 3D model of proteins can also be instrumental to teach protein structure.…”