LIVIVO - Search results -

Search results

Result 1 - 10 of total 17

Search options

Article: STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data.

Archila, Pablo Antonio / Restrepo, Silvia / Truscott de Mejía, Anne-Marie / Molina, Jorge

2023 , Page(s) 1–19

Abstract: Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering, and ... ...

Abstract	Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering, and mathematics (STEM) majors and non-STEM majors' misconceptions about evolution in countries such as Brazil, Chile, Colombia, and Greece, to name a few. The situation is even more complicated if we acknowledge that contemporary educational approaches (e.g., student-centered learning) mean that students' misconceptions are one of the multiple aspects that influence the construction of meaningful learning. Here, we present a picture of Colombian STEM/non-STEM majors' misconceptions about evolution. Participants were 547 students from different STEM/non-STEM majors (278 females and 269 males, 16-24 years old). During 5 years (10 academic semesters), data were collected from students' responses to an 11-item questionnaire administered in a Colombian university. We hypothesized that the academic semester within these 5 years in which each student completed the instrument as well as respondents' age, gender, and/or major may influence their misconceptions about evolution. Results reveal that participants had a moderate understanding of evolution. Also, we found a limited understanding of microevolution among participants. Furthermore, cross-sectional analyses of differences in undergraduates' responses across demographic variables showed that despite apparent differences, these were not reliable since the differences were not statistically significant. Implications for evolution education are discussed.
Language	English
Publishing date	2023-03-27
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	2007131-0
ISSN	1573-1901 ; 0926-7220
ISSN (online)	1573-1901
ISSN	0926-7220
DOI	10.1007/s11191-023-00428-5
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

Order via subito

This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.

Details ▾
- Full text online
- Order with fees

Article ; Online: Drama as a Powerful Tool to Enrich Socio-scientific Argumentation.

Archila, Pablo Antonio / Restrepo, Silvia / Truscott de Mejía, Anne-Marie / Bloch, Natasha I

International journal of science and mathematics education

2022 Volume 21, Issue 5, Page(s) 1661–1683

Abstract: Socio-scientific argumentation (SSA) is increasingly being recognized as a key aspect of scientific literacy. Much of the reason for this is that this skill is crucial for helping students to become active participants in twenty-first-century democratic ... ...

Abstract	Socio-scientific argumentation (SSA) is increasingly being recognized as a key aspect of scientific literacy. Much of the reason for this is that this skill is crucial for helping students to become active participants in twenty-first-century democratic societies in which the construction of informed and critical views of socio-scientific issues (e.g. climate change, COVID-19 vaccination, genetic testing) plays a fundamental role. The problem is that instructors rarely give students explicit and research-based opportunities to enrich their SSA skills. Therefore, the aim of this study was to provide evidence that drama can be used as a platform to enrich argumentation in genetic testing. The data were derived from the written responses and the audio recordings of seventy-six university students (37 females and 39 males, 16-29 years old) in Colombia during a complete drama-based teaching-learning sequence (TLS) supervised by the same instructor. The outcomes suggest that the sequence can be used to enrich argumentation in genetic testing as it effectively provided participants with explicit opportunities to produce both arguments and counterarguments about the controversy whether the use of genetic tests among people should be encouraged. This study contributes to the literature on SSA in science education by demonstrating that drama is a promising tool to enhance argumentation about science-based social issues. Supplementary information: The online version contains supplementary material available at 10.1007/s10763-022-10320-3.
Language	English
Publishing date	2022-10-06
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	2098363-3
ISSN	1573-1774 ; 1571-0068
ISSN (online)	1573-1774
ISSN	1571-0068
DOI	10.1007/s10763-022-10320-3
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

Order via subito

Details ▾
- Full text online
- Order with fees

Article ; Online: Uso de conectores y vocabulario espontaneo en la argumentación escrita

Pablo Antonio Archila

Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, Vol 12, Iss 3, Pp 402-

aportes a la alfabetización científica

2015 Volume 418

Abstract: En este estudio se asume la argumentación escrita como una habilidad cognitivo-lingüística que favorece laalfabetización científica. Bajo esta premisa, el uso variado de conectores y el empleo de términos y datoscientíficos como parte del vocabulario ... ...

Abstract	En este estudio se asume la argumentación escrita como una habilidad cognitivo-lingüística que favorece laalfabetización científica. Bajo esta premisa, el uso variado de conectores y el empleo de términos y datoscientíficos como parte del vocabulario resultan sustanciales en la comunicación escrita dentro del ámbito de laciencia escolar. En esta investigación se analiza el empleo de conectores y vocabulario realizado por cuatroestudiantes (entre 9 y 16 años de edad) a quienes se les propuso escribir espontáneamente (sin intervención delprofesor) un cuento que incluyera las ciencias de la naturaleza. Los resultados indican que en los cuatro casos, losestudiantes carecen de un uso variado de conectores en el enlace de sus ideas, lo cual afecta la articulación yorientación del escrito. Frente al vocabulario científico empleado, en esta investigación se identificó que demanera espontánea los cuatro casos utilizan términos científicos en sus escritos. Sin embargo, se determinó unuso limitado de datos de tipo científico.Finalmente, se enfatiza en la necesidad de realizar investigaciones acercade cómo emplear en la práctica escolar los conectores y el vocabulario espontáneo de los estudiantes paraenriquecer su alfabetización científica a través de la argumentación escrita.
Keywords	argumentación escrita ; alfabetización científica ; conector ; vocabulario ; Social Sciences ; H
Language	English
Publishing date	2015-01-01T00:00:00Z
Publisher	Universidad de Cádiz
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

Full text online

Full text

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Article: Using Historical Scientific Controversies to Promote Undergraduates' Argumentation.

Archila, Pablo Antonio / Molina, Jorge / Truscott de Mejía, Anne-Marie

Science & education

2020 Volume 29, Issue 3, Page(s) 647–671

Abstract: The Covid-19 pandemic is the reason why humanity is paying more attention to the importance of regular and rigorous handwashing. Interestingly, in the nineteenth century, regular and rigorous handwashing was a key (and controversial) solution proposed by ...

Abstract	The Covid-19 pandemic is the reason why humanity is paying more attention to the importance of regular and rigorous handwashing. Interestingly, in the nineteenth century, regular and rigorous handwashing was a key (and controversial) solution proposed by the Hungarian obstetrician Ignaz Philipp Semmelweis to cut drastically cases of puerperal fever. The purpose of this study was to provide evidence that the case of Semmelweis and puerperal fever-a crucial historical scientific controversy-can be used as a springboard to promote university student argumentation. Our study was inspired by the fact that the Organization for Economic and Cooperative Development (OECD) stressed that more efforts and resources should be invested in promoting argumentation as an essential component for scientifically literate citizens in twenty-first century societies. However, nowadays, argument and debate are virtually absent from university science education. The data was derived from 124 undergraduates' (64 females and 60 males, 15-30 years old) written responses and audio and video recordings in a university biology course in Colombia. The findings show that the articulation of this historical controversy with decision-making, small-group debate, and whole-class debate activities can be useful for promoting undergraduates' argumentation. This study contributes to the development of a research-based university science education that can inform the design of an argumentation curriculum for higher education.
Keywords	covid19
Language	English
Publishing date	2020-05-27
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	2007131-0
ISSN	1573-1901 ; 0926-7220
ISSN (online)	1573-1901
ISSN	0926-7220
DOI	10.1007/s11191-020-00126-6
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

Order via subito

Details ▾
- Full text online
- Order with fees

Article ; Online: La argumentación de profesores de Química en formación inicial (“Práctica Profesional Docente II”)

Pablo Antonio Archila

Enseñanza de las Ciencias, Vol 32, Iss

un estudio de caso en Colombia

2014 Volume 3

Abstract: Desde perspectivas habituales de la educación, se evidencia que la argumentación ha sido reducida a una técnica de la didáctica de las Ciencias cuando, en realidad, se trata de algo más complejo. Por tal razón, se hace necesario estudiar y comprender las ...

Abstract	Desde perspectivas habituales de la educación, se evidencia que la argumentación ha sido reducida a una técnica de la didáctica de las Ciencias cuando, en realidad, se trata de algo más complejo. Por tal razón, se hace necesario estudiar y comprender las formas de argumentación de los profesores de Química en formación inicial, pues son ellos quienes juegan un papel determinante en el fomento de la argumentación en los estudiantes. La premisa que se defiende en esta tesis es que un profesor de Química que aprende a argumentar enseña para que se aprenda argumentando, lo cual puede favorecer cambios relevantes en las prácticas escolares.
Keywords	argumentación ; didáctica de la Química ; formación de profesores ; Special aspects of education ; LC8-6691 ; Science (General) ; Q1-390
Language	Spanish
Publishing date	2014-11-01T00:00:00Z
Publisher	Universitat Autonoma de Barcelona
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

Full text online

Full text

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Article ; Online: La argumentación en la formación de profesores de química

Pablo Antonio Archila

Revista Científica, Vol 18, Iss

relaciones con la comprensión de la historia de la química

2014 Volume 1

Abstract: En este artículo se trata el tema de la argumentación en ciencias de la naturaleza como habilidad de pensamiento y se promueve su inclusión en la formación inicial de profesores de química, pues se reconocen us potencialidades para la mejora de las ... ...

Abstract	En este artículo se trata el tema de la argumentación en ciencias de la naturaleza como habilidad de pensamiento y se promueve su inclusión en la formación inicial de profesores de química, pues se reconocen us potencialidades para la mejora de las comprensiones que los futuros profesores podrían construir acerca de la historia de la química. Para tal fin, se aborda una breve revisión histórica de uno de los hitos de la química, como lo es el desarrollo de la química estructural, con lo cual se sugiere una de las actividades que forman parte de un módulo propuesto para la preparación en argumentación de profesores de química. Finalmente, se discuten algunas reflexiones y perspectivas que resultarían de la articulación entre argumentación e historia de la química.
Keywords	argumentación en ciencias ; formación de profesores ; historia de la química ; Technology ; T ; Science ; Q
Language	English
Publishing date	2014-04-01T00:00:00Z
Publisher	Universidad Distrital Francisco José de Caldas
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

Full text online

Full text

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Article: Towards Covid-19 Literacy: Investigating the Literacy Levels of University Students in Colombia.

Archila, Pablo Antonio / Danies, Giovanna / Molina, Jorge / Truscott de Mejía, Anne-Marie / Restrepo, Silvia

Science & education

2021 Volume 30, Issue 4, Page(s) 785–808

Abstract: 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, ...

Abstract	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.
Language	English
Publishing date	2021-04-19
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	2007131-0
ISSN	1573-1901 ; 0926-7220
ISSN (online)	1573-1901
ISSN	0926-7220
DOI	10.1007/s11191-021-00222-1
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

Order via subito

Details ▾
- Full text online
- Order with fees

Article: Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments.

Archila, Pablo Antonio / Molina, Jorge / Danies, Giovanna / Truscott de Mejía, Anne-Marie / Restrepo, Silvia

Science & education

2021 Volume 31, Issue 4, Page(s) 861–892

Abstract: The identification and the evaluation of arguments are fundamental elements of critical thinking. However, the explicit promotion of these elements is virtually absent from university science courses. Much of the reason for this is that in most ... ...

Abstract	The identification and the evaluation of arguments are fundamental elements of critical thinking. However, the explicit promotion of these elements is virtually absent from university science courses. Much of the reason for this is that in most universities, across nearly all disciplines, instructors are required to see the conceptual content coverage of the syllabus as a priority. Moreover, lack of preparation and the fact that critical thinking activities are time-consuming rapidly reduce the interest of many instructors to include them in their courses. Here, we describe the use of a dialogue-based critical thinking classroom scenario (CTCS). The study used a mixed-methods approach with both quantitative and qualitative analyses of questionnaire responses. One hundred and seventeen undergraduates (73 females; 44 males; ages 16-24 years), enrolled in an introductory science course in Colombia, were asked to identify and evaluate arguments regarding a dialogue between two scientists who explore the controversial question of whether or not the concept of race is applicable to humans. It was found that the dialogue-based CTCS provided students with opportunities to identify and evaluate arguments both for and against the question and to make informed decisions about whether or not the concept of race in humans is biologically meaningful. Moreover, analyses of responses to closed-ended and open-ended questions revealed that more than half the participants were able to evaluate arguments in a fair-minded way. Practical implications for the cultivation of critical thinking skills in higher education and further research are discussed.
Language	English
Publishing date	2021-11-13
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	2007131-0
ISSN	1573-1901 ; 0926-7220
ISSN (online)	1573-1901
ISSN	0926-7220
DOI	10.1007/s11191-021-00299-8
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

Order via subito

Details ▾
- Full text online
- Order with fees

Article ; Online: La argumentación en la formación de profesores de química

Pablo Antonio Archila

Revista Científica del Centro de Investigaciones y Desarrollo Científico de la Universidad Distrital Francisco José de Caldas, Vol 18, Pp 50-

relaciones con la comprensión de la historia de la química

2014 Volume 66

Abstract	En este artículo se trata el tema de la argumentación en ciencias de la naturaleza como habilidad de pensamiento y se promueve su inclusión en la formación inicial de profesores de química, pues se reconocen sus potencialidades para la mejora de las comprensiones que los futuros profesores podrían construir acerca de la historia de la química. Para tal fin, se aborda una breve revisión histórica de uno de los hitos de la química, como lo es el desarrollo de la química estructural, con lo cual se sugiere una de las actividades que forman parte de un módulo propuesto para la preparación en argumentación de profesores de química. Finalmente, se discuten algunas reflexiones y perspectivas que resultarían de la articulación entre argumentación e historia de la química.
Keywords	argumentación en ciencias ; formación de profesores ; historia de la química. ; Technology ; T ; Science ; Q
Language	English
Publishing date	2014-01-01T00:00:00Z
Publisher	Universidad Distrital Francisco José de Caldas
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

Full text online

Full text

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Article ; Online: L'argumentació de professors de Química en formació inicial (Pràctica Professional Docent II)

Pablo Antonio Archila

Enseñanza de las Ciencias, Vol 32, Iss 3, Pp 705-

un estudi de cas a Colòmbia

2014 Volume 706

Abstract: Des de perspectives habituals de l'educació, s'evidencia que l'argumentació ha estat reduïda a una tècnica de la didàctica de les Ciències quan, en realitat, es tracta d'una mica més complex. Per aquesta raó, es fa necessari estudiar i comprendre les ... ...

Abstract	Des de perspectives habituals de l'educació, s'evidencia que l'argumentació ha estat reduïda a una tècnica de la didàctica de les Ciències quan, en realitat, es tracta d'una mica més complex. Per aquesta raó, es fa necessari estudiar i comprendre les formes d'argumentació dels professors de Química en formació inicial, ja que són ells els que juguen un paper determinant en el foment de l'argumentació en els estudiants. La premissa que es defensa en aquesta tesi és que un professor de Química que aprèn a argumentar ensenya perquè s'aprengui argumentant, la qual cosa pot afavorir canvis rellevants en les pràctiques escolars.
Keywords	argumentación ; didáctica de la química ; formación de profesores ; Special aspects of education ; LC8-6691 ; Science (General) ; Q1-390
Language	Spanish
Publishing date	2014-11-01T00:00:00Z
Publisher	Universitat Autonoma de Barcelona
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

Full text online

Full text

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

To top

Full text online

More links

Kategorien

Order via subito

Full text online

More links

Kategorien

Order via subito

Full text online

More links

Kategorien

Inter-library loan at ZB MED

Full text online

More links

Kategorien

Order via subito

Full text online

More links

Kategorien

Inter-library loan at ZB MED

Full text online

More links

Kategorien

Inter-library loan at ZB MED

Full text online

More links

Kategorien

Order via subito

Full text online

More links

Kategorien

Order via subito

Full text online

More links

Kategorien

Inter-library loan at ZB MED

Full text online

More links

Kategorien

Inter-library loan at ZB MED