Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case of paragonimiasis in Colombia

Archila, Pablo Antonio; Molina, Jorge; Mejía, Anne‐Marie Truscott de

doi:10.1007/s11422-020-09978-4

Cited by 13 publications

(11 citation statements)

References 47 publications

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“…This is a myth (practice) that existed in the Colombian culture even before the Covid-19 pandemic. Although Archila et al (2020b) invite us to be respectful of the culture(s) of this Latin American country, we should note that Sahoo et al (2020) highlight the importance of promoting Covid-19 literacy to demystify the hot and salty water myth, among many others. Finally, part 5 of the questionnaire dealt with students' knowledge about Covid-19 diagnosis, treatment, and fatality rates.…”

Section: Discussionmentioning

confidence: 99%

Towards Covid-19 Literacy

et al. 2021

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Covid-19 literacy, induced by the coronavirus disease (2019), is characterized as the understanding of Covid-19 as well as informed decisions based upon this understanding. This type of literacy is closely related to health literacy, scientific literacy, and scientific media literacy. It may be obvious to say that Covid-19 literacy is a key factor for governments to effectively manage the Covid-19 transition. However, lack of literature exists about Covid-19 literacy among university students. Therefore, the current study aimed to determine the Covid-19 literacy level among 4168 students from a Colombian university. The data were derived from students’ responses to a 25–item anonymous online self-reporting questionnaire. We found that 21–25-year age group, graduate students, students enrolled prior to 2015, and medical students had a significantly higher mean score. Moreover, the Internet (86.8%) was the most popular source of information from which participants gained most information regarding Covid-19. Furthermore, 58.5% of the participants considered health workers as a source that can provide accurate information. Most importantly, the findings reveal the students’ knowledge about (1) the role of an eventual process of vaccination, (2) the test currently used as diagnostic for Covid-19, and (3) the fatality rate, three aspects of Covid-19 literacy that deserve more attention. The findings provide a useful basis for the formulation of policies and concrete actions in improving Covid-19 literacy.

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Section: Discussionmentioning

confidence: 99%

Towards Covid-19 Literacy

et al. 2021

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“…Humanity is facing one of the most serious health crises in modern history. Covid-19 crisis has brought about huge disruption and uncertainty to various aspects of everyday life (Archila et al 2021c). is is a pandemic that will be with us for a long time and its (positive and negative) effects in fields, such as education, entertainment streaming and gaming, environment, online businesses, pharmaceutical industry, tourism and hospitality, and video conferencing, are the subject of research (Colao et al 2020;Mailizar et al 2020;Rapanta et al 2020;Sintema 2020;Wen et al 2021;Witze 2020;Yamin 2020).…”

Section: Discussionmentioning

confidence: 99%

“…us, in theory, it is expected that people begin their university education at the age of 17 (Ministerio de Educación Nacional 2008). In practice, Archila (2017Archila ( , 2018 and Archila et al (2021c) have found students who were 16 years old enrolled in university courses. e reason for this is that these students were only a few months away from their 17th birthday.…”

Section: Context and Participantsmentioning

confidence: 99%

Fostering instructor-student argumentative interaction in online lecturing to large groups: a study amidst the Covid-19 pandemic

Archila

Restrepo

Mejía

et al. 2022

Rev_Eureka_ensen_divulg_cienc

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“…He underscores the importance of the types of questions used by the instructor to engage students in argumentative interaction. Similarly, Archila (2017b) and Archila et al (2021a) provide evidence for the claim that argumentative interaction is more productive when students are presented with questions in which diversity of reason-based and/or evidence-based arguments and counterarguments are possible.…”

Section: Main Characteristics Of Ovaimentioning

confidence: 91%

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

Archila

Mejía²,

Restrepo³

2022

OLJ

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As we begin the third decade of the twenty-first century, argument and debate are not habitual practices of university science education. This can be explained by the hegemony of instructor-centered traditional approaches in many of these practices. The Covid-19 pandemic has not only pushed university education online but also seems to provide an unforeseen opportunity to develop deep educational transformations. Here, we report on the case of a university online science course that, because of the Covid-19 crisis, used online verbal argumentative interaction (OVAI) to provide students with explicit opportunities to co-construct reason-based and/or evidence-based arguments and counterarguments in an undergraduate-centered science learning environment. The written arguments and counterarguments co-constructed by forty students (20 females and 20 males, 19–24 years old) during OVAI sessions were analyzed to determine their quality. Also, students’ opinions about the use of OVAI in times of Covid-19 were documented. The results indicate that the students co-constructed high-quality arguments and counterarguments in the OVAI sessions. Most importantly, participants showed positive impressions about the use of OVAI in university online science education. The outcomes carry important educational implications considering the growing university online science courses in the pandemic and post-pandemic eras.

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Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case of paragonimiasis in Colombia

Cited by 13 publications

References 47 publications

Towards Covid-19 Literacy

Towards Covid-19 Literacy

Fostering instructor-student argumentative interaction in online lecturing to large groups: a study amidst the Covid-19 pandemic

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

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