1 FES Zaragoza. Universidad Nacional Autónoma de México (MEXICO)
2 ENP No 2, Universidad Nacional Autónoma de México (MEXICO)
3 ENCB. Instituto Politécnico Nacional (MEXICO)
About this paper:
Appears in: EDULEARN10 Proceedings
Publication year: 2010
Pages: 1170-1174
ISBN: 978-84-613-9386-2
ISSN: 2340-1117
Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain
Science teaching requires finding multiple ways to supply not only hard facts but also complementary knowledge to provide the students with all necessary elements to become not only scientists but also socially competent individuals [1]. One way to illustrate the relationships between different sets of concepts such as biochemistry and environment or structure and function is by using conceptual maps, which may be useful for teaching, evaluation and design of study programs [2, 3]. Conceptual maps may be quite diverse since they correspond to graphic representations originated from common objectives with individual perceptions. The most important parameters are rationality and usefulness to the particular teacher and student working with these models.

With the purpose of evaluating the feasibility of conceptual maps as teaching strategy in Biochemistry, we have first located the Cell and Tissue First Biochemistry Course (BCT-I) in the overall context of the Pharmacy Study Plan. Secondly, teachers have started to show the unit content at the beggining of each unit whereas the students elaborate individual conceptual maps consistent with what they expect to study during the corresponding unit. Thirdly, every student individually will prepare a conceptual map from the whole course when the course is completed and compare it to the maps that they conceived at the beginning of every unit.

Thus far, we have created the conceptual BCT-1 map containing several parts dealing with topics such as cell, water, biomolecules, sugar and lipid metabolism and routines for evaluation of biochemistry subjects. The second and third parts are in process but we can already foresee their usefullness. Earlier methods based only on gathering of information are no longer sufficient in our constantly evolving modern environment. It is necessary to develop social skills and to acquire knowledge on different subjects to achieve the integration of contemporary social, economical and environmental facts and needs. An improved education quality with more and better educational tools such as conceptual maps may help to obtain more effective teaching and learning of biochemistry.

Supported by DGAPA PAPIME PE204706.

[1] Novak JD, Gowin DB. Aprendiendo a aprender. Barcelona: Martínez Roca; 1988.
[2] Cañas AJ, Novak JD, Eds. Concept Maps: Theory, Methodology and Technology. Proceedings of the 1st International Conference on Concept Mapping. Vol I. Pamplona: Universidad Pública de Navarra; 2004.
[3] Díaz Barriga F, Hernández G. Estrategias docentes para un aprendizaje significativo. México: McGraw-Hill; 2002.
Concept maps, teaching, biochemistry.