Project-based Learning in science dissemination with university students of plant biotechnology

Autores/as

  • Jorge Poveda Arias Universidad Pública de Navarra

DOI:

https://doi.org/10.37467/revhuman.v11.3894

Palabras clave:

Autonomous learning, Project-based learning, Transgenic plants, Scientific vocations, Dissemination talks

Resumen

At present, the European population sees more risks than benefits in the use of transgenic plants in food. Through the development of a learning strategy based on science dissemination projects (articles and talks) by university students, an increase in autonomous knowledge and vocations in science popularisation has been identified. On the other hand, the development of outreach talks for pre-university students has increased the knowledge of outreach and plant biotechnology, promoting the future choice of higher studies in biotechnology.

Citas

Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3), 1-15. https://doi.org/10.1177/2158244020938702

Arroyo-González, R., de la Hoz-Ruiz, J., & Montejo-Gámez, J. (2020). The 2030 challenge in the quality of higher education: Metacognitive, motivational and structural factors, predictive of written argumentation, for the dissemination of sustainable knowledge. Sustainability, 12(19), 8266. https://doi.org/10.3390/su12198266

Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(5), 564-582. https://doi.org/10.1002/tea.20353

Atmojo, I. R. W. (2020). Effectiveness of CEL-badis learning model on students’ creative-thinking skills: case on the topic of simple food biotechnology. International Journal of Instruction, 13(3), 329-342. . https://doi.org/10.29333/iji.2020.13323a

Azodi, C. B., & Dietz, T. (2019). Perceptions of emerging biotechnologies. Environmental Research Letters, 14(11), 114018. https://doi.org/10.1088/1748-9326/ab4433

Balgopal, M., & Wallace, A. (2013). Writing-to-learn, writing-to-communicate, & scientific literacy. The American Biology Teacher, 75(3), 170-175. https://doi.org/10.1525/abt.2013.75.3.5

Beck, S., Mahdad, M., Beukel, K., & Poetz, M. (2019). The value of scientific knowledge dissemination for scientists—A value capture perspective. Publications, 7(3), 54. https://doi.org/10.3390/publications7030054

Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 40(5), 487-509. https://doi.org/10.1002/tea.10086

Bezanilla, M. J., Olalla, A. M. G., Castro, J. P., & Ruiz, M. P. (2019). A model for the evaluation of competence-based learning implementation in higher education institutions: Criteria and indicators. Tuning Journal for Higher Education, 6(2), 127-174. https://doi.org/10.18543/tjhe-6(2)-2019pp127-174

Boccia, F., & Punzo, G. (2021). A choice experiment on consumer perceptions of three generations of genetically modified foods. Appetite, 161, 105158. https://doi.org/10.1016/j.appet.2021.105158

Braund, M., & Reiss, M. (2006). Validity and worth in the science curriculum: Learning school science outside the laboratory. The Curriculum Journal, 17(3), 213-228. https://doi.org/10.1080/09585170600909662

Brossard, D. (2019). Biotechnology, communication and the public: Keys to delve into the social perception of science. Mètode Science Studies Journal, 9, 39-45. https://doi.org/10.7203/metode.9.11347

Brownell, S. E., Price, J. V., & Steinman, L. (2013). Science communication to the general public: why we need to teach undergraduate and graduate students this skill as part of their formal scientific training. Journal of Undergraduate Neuroscience Education, 12(1), 1-10.

Castano, C. (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. Research in Science Education, 38(5), 565-587. https://doi.org/10.1007/s11165-007-9064-7

Catalán, V. G. (2005). Los retos de la divulgación y enseñanza científica en el próximo futuro. Didáctica de las Ciencias Experimentales y Sociales, 19, 91-102.

Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001

Chiang, C. L., & Lee, H. (2016). The effect of project-based learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology, 6(9), 709-712. https://doi.org/10.7763/IJIET.2016.V6.779

Clarke, S. N., Howley, I., Resnick, L., & Rosé, C. P. (2016). Student agency to participate in dialogic science discussions. Learning, Culture and Social Interaction, 10, 27-39. https://doi.org/10.1016/j.lcsi.2016.01.002

Debije, M. G. (2019). Implementing a practical, bachelor’s-level design-based learning course to improve chemistry students’ scientific dissemination skills. Journal of Chemical Education, 96(9), 1899-1905. https://doi.org/10.1021/acs.jchemed.9b00166

de Queiroz, G. B. R., & Becker, V. (2016). The dissemination of science and science journalism in Brazilian universities: analyzing strategies that facilitate access to science & technology. Brazilian Journalism Research, 12(3), 170-189. https://doi.org/10.25200/BJR.v12n3.2016.888

Eliyasni, R., Kenedi, A. K., & Sayer, I. M. (2019). Blended learning and project based learning: the method to improve students’ higher order thinking skill (HOTS). Jurnal Iqra’: Kajian Ilmu Pendidikan, 4(2), 231-248. https://doi.org/10.25217/ji.v4i2.549J

Fidalgo-Blanco, Á., Sein-Echaluce Lacleta, M. L., & García-Peñalvo, F. J. (2017). Aprendizaje Basado en Retos en una asignatura académica universitaria. IE Comunicaciones. Revista Iberoamericana de Informática Educativa, 25, 1-8.

Galvão, T., Tavares, K. A., Fernandes, M., de Souza, J. C. M., & Noll, M. (2021). Case report: scientific dissemination as a mediator of the research consolidation process: proposals for institutionalization. F1000Research, 10(886), 1-15. https://doi.org/10.12688/f1000research.55655.1

Ghasemi, S., Ahmadvand, M., Karami, E., & Karami, A. (2020). Social risk perceptions of genetically modified foods of engineers in training: application of a comprehensive risk model. Science and Engineering Ethics, 26(2), 641-665. https://doi.org/10.1007/s11948-019-00110-6

Grillo, S. V. D. C., Giering, M. E., & Motta-Roth, D. (2016). Discourse perspectives of science divulgation/popularization. Bakhtiniana: Revista de Estudos do Discurso, 11(2), 3-13. https://doi.org/10.1590/2176-457327166

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

Hanif, S., Wijaya, A. F. C., & Winarno, N. (2019). Enhancing students’ creativity through STEM project-based learning. Journal of Science Learning, 2(2), 50-57. https://doi.org/10.17509/jsl.v2i2.13271

Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978-1003. https://doi.org/10.1002/tea.20363

Hin, K. K., Yasin, R. M., & Amin, L. (2019). Systematic review of secondary school biotechnology teaching. International Research Journal of Education and Sciences, 3(2), 39-49.

Hyland, K. (2017). Learning to write for academic purposes: Specificity and second language writing. In: Teaching Writing for Academic Purposes to Multilingual Students (pp. 38-55). Routledge.

Iglesias, N., García-Frank, A., & Fesharaki, O. (2017). Ideas y reflexiones para una divulgación científica efectiva. BRSEHN Sección Aula, Museos y Colecciones, 4, 29-41.

Johnson-Green, P. (2018). Introduction to food biotechnology. CRC Press.

Jumaheni, I. G. A. I. D., Rati, N. W., & Sudarma, I. K. (2021). Understanding plant reproductive system through animated videos with project-based learning activities. Jurnal Ilmiah Sekolah Dasar, 5(2), 202-211. https://doi.org/10.23887/jisd.v5i2.36040

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733

Kumar, A., Kumar, V., Sharma, A. K., & Meena, P. D. (2017). Information dissemination and fostering agricultural research: role of the scientific societies in India. Indian Research Journal of Extension Education, 17(1), 80-87.

Lasauskiene, J., & Rauduvaite, A. (2015). Project-based learning at university: Teaching experiences of lecturers. Procedia-Social and Behavioral Sciences, 197, 788-792. https://doi.org/10.1016/j.sbspro.2015.07.182

Li, B., Jia, X., Chi, Y., Liu, X., & Jia, B. (2020). Project-based learning in a collaborative group can enhance student skill and ability in the biochemical laboratory: A case study. Journal of Biological Education, 54(4), 404-418. https://doi.org/10.1080/00219266.2019.1600570

López-Banet, L., González, C. R., & Fernández, E. A. (2020). Relationships between knowledge, attitudes and interests of spanish pre-university students in relation to different areas of biotechnology. EURASIA Journal of Mathematics, Science and Technology Education, 16(12). https://doi.org/10.29333/ejmste/9158

Lopez-Guede, J. M., Fernandez-Gamiz, U., Boyano, A., Zulueta, E., & Tazo, I. (2018). Educational Project for the Inclusion of the Scientific Culture in the Bachelor’s Degrees. In The 13th International Conference on Soft Computing Models in Industrial and Environmental Applications (pp. 603-610). Springer, Cham.

Martín, C., Moreno Segarra, I., Ibáñez, M. A., Mira, S., Fajardo, C., & González-Benito, M. E. (2021). Effectiveness of a hybrid project-based learning (H-PBL) approach for students’ knowledge gain and satisfaction in a plant tissue culture course. Education Sciences, 11(7), 335. https://doi.org/10.3390/educsci11070335

Miller, E. C., Severance, S., & Krajcik, J. (2021). Motivating teaching, sustaining change in practice: Design principles for teacher learning in project-based learning contexts. Journal of Science Teacher Education, 32(7), 757-779. https://doi.org/10.1080/1046560X.2020.1864099

Ngereja, B., Hussein, B., & Andersen, B. (2020). Does Project-Based Learning (PBL) promote student learning? A performance evaluation. Education Sciences, 10(11), 330. https://doi.org/10.3390/educsci10110330

Rodríguez, E. M. R., & Bustillos, R. J. S. (2017). Aprendizaje basado en la investigación en el trabajo autónomo y en equipo. Negotium, 13(38), 5-16.

Salybekova, N., Issayev, G., Abdrassulova, Z., Bostanova, A., Dairabaev, R., & Erdenov, M. (2021). Pupils’ research skills development through project-based learning in biology. Cypriot Journal of Educational Sciences, 16(3), 1106-1121. https://doi.org/10.18844/cjes.v16i3.5829

Sguerso, D., Ausonio, E., Federici, B., Ferrando, I., Gagliolo, S., & Viaggio, S. (2019). Educational Experiences for Geomatics Scientific Dissemination. In: International Workshop on R3 in Geomatics: Research, Results and Review (pp. 47-60). Springer, Cham.

Tan, S. Z. K., & Perucho, J. A. U. (2018). Bringing science to bars: a strategy for effective science communication. Science Communication, 40(6), 819-826. https://doi.org/10.1177/1075547018808298

Tikhomirova, L. I. (2020). Case studies” and research design in the formation of competencies for bachelors in the field of” Biotechnology. In: Journal of Physics: Conference Series (Vol. 1691, No. 1, p. 012151). IOP Publishing.

Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving student creative thinking skills through project based learning. KnE Social Sciences, 2019, 408-421. https://doi.org/10.18502/kss.v3i18.4732

Woźniak, E., Tyczewska, A., & Twardowski, T. (2021). A shift towards biotechnology: social opinion in the EU. Trends in Biotechnology, 39(3), 214-218. https://doi.org/10.1016/j.tibtech.2020.08.001

Young, J., Spichkova, M., & Simic, M. (2021). Project-based learning within eHealth, bioengineering and biomedical engineering application areas. Procedia Computer Science, 192, 4952-4961. https://doi.org/10.1016/j.procs.2021.09.273

Yuan, S., Kanthawala, S., & Ott-Fulmore, T. (2021). “Listening” to science: science podcasters’ view and practice in strategic science communication. Science Communication, 44(2) 200-222. https://doi.org/10.1177/10755470211065068

Zhang, M., Passalacqua, S., Lundeberg, M., Koehler, M. J., Eberhardt, J., Parker, J., et al. (2010). “Science talks” in kindergarten classrooms: improving classroom practice through collaborative action research. Journal of Science Teacher Education, 21(2), 161-179. https://doi.org/10.1007/s10972-009-9161-8

Zorzo, C., Baizán, C. F., Gutiérrez, A., Banqueri, M., Higarza, S. G., & López, M. M. (2021). Two interventions to improve knowledge of scientific and dissemination articles in first-year university students. International Journal of Educational Psychology: IJEP, 10(2), 172-198. http://dx.doi.org/10.17583/ijep.2021.5737

Descargas

Publicado

2022-12-07

Cómo citar

Poveda Arias, J. . (2022). Project-based Learning in science dissemination with university students of plant biotechnology. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 11(6), 1–12. https://doi.org/10.37467/revhuman.v11.3894

Número

Vol. 11 Núm. 6 (2022): Monográfico: "Tendencias y estrategias docentes para el futuro"

Sección

Artículos de investigación (monográfico)

Licencia

Aquellos autores/as que publiquen con esta revista, aceptan los términos siguientes:

  1. Los autores/as conservarán los derechos morales sobre la obra y cederán a la revista los derechos comerciales.
  2. Transcurrido 1 año desde su publicación, la versión del editor pasará a estar en acceso abierto en la web de la editorial, pero la revista mantendrá el copyright de la obra.
  3. En el caso de que los autores deseen asignar una licencia abierta Creative Commons (CC), podrán solicitarla escribiendo a publishing@eagora.org.