1 Universidad Nacional Autónoma de México (MEXICO)
2 Instituto Politécnico Nacional (MEXICO)
3 Universidad Autónoma Chapingo (MEXICO)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 8392-8395
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1953
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
Students following the Pharmacy, Biology and Chemistry (QFB) curricula at Faculty for Higher Studies Zaragoza, (FES), from the National University Autonomous of Mexico (UNAM), attend the Cellular and Tissular Biology (BCT I) laboratory during the fourth semester of their studies. BCT I is divided in theory and laboratory, both of which are basic for the teaching-learning process of the subjects that will be studied during the following years. Moreover, BCT I is their first approach to Biology and the study of biomolecules and their biological significance. During the practical sessions, students learn various cellular and molecular biology techniques, get acquainted with diverse laboratory equipment and study several enzymatic and metabolic processes. Students are also requested to make a presentation, about any of the topics that were studied during the course o related to biochemistry. Students have to make a literature search, analyse and synthesize the information and present it to their classmates in a meeting that we call “Tissue and Cellular Biochemistry Encounter”.

Students are guided by the teachers throughout their research, the preparation of a poster and the actual presentation, which lasts 15 minutes. We consider this is a good learning experience that helps them to get aware of the importance of biochemistry [1]. Good results have been obtained through the years since our students learn to search and analyse scientific literature as well as to synthesize and communicate information. At the end, they are also asked to judge their own work making an evaluation on each others research, poster preparation and presentation abilities [2].

Supported by DGAPA PAPIME PE211918

[1] A. Gessa-Perera, “Co-assessment as a complementary alternative to learning assessment. Analysis and reflection in university classrooms”. Revista de Educación, 354. Enero-Abril 2011, pp. 749-764
[2] D. Carless, Differing perceptions in the feedback process. Studies in higher education”, 2006:31(2), 219-233.
Learning, Research Project, Biochemistry.