PROMOVER MODELOS EXPLICATIVOS SOBRE LAS INTERACCIONES QUÍMICAS DEL FELODIPINOCITOCROMO P450: UNA PROPUESTA DIDÁCTICA BASADA EN LA MODELIZACIÓN

Química Nova ◽

10.21577/0100-4042.20170784 ◽

2021 ◽

Author(s):

Rafael Amador-Rodríguez ◽

Daniel Insuasty ◽

Maximiliano Méndez-López ◽

Edgar Márquez

Keyword(s):

Cytochrome P450 ◽

Explanatory Models ◽

Explanatory Model ◽

First Year ◽

Problem Situation ◽

Teaching Chemistry ◽

Teaching In Context

PROMOTING EXPLANATORY MODELS ON FELODIPINE-CYTOCHROME P450 INTERACTION: A DIDACTIC PROPOSAL MODELING-BASED. This article presents the results of the study of explanatory models produced by 81 students of first-year of medicine at the Universidad del Norte in Barranquilla-Colombia. The students face a case in the area of chemistry applied to medicine, through a contextualized problem situation (SPC), constructed from a perspective of teaching chemistry in context. The explanatory models generated by the students were analyzed qualitatively at four moments of the implementation of a teaching proposal. The results obtained at the beginning of the implementation of the proposal indicate that the students did not elaborate any type of explanatory model. However, these arised from the teaching proposal that involves the SPC in which the students begin to generate explanatory models supported by chemistry content and categorized mostly in the research as Descriptive and Interpretative, a situation fostered by the theoretical and methodological coherence of the SPC, which was designed from a perspective of teaching in context based on modeling and leveraged by scaffolding.

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Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

Chemistry Education Research and Practice ◽

10.1039/d0rp00339e ◽

2021 ◽

Author(s):

Solange Wagner Locatelli ◽

Bette Davidowitz

Keyword(s):

Undergraduate Students ◽

Chemical Reaction ◽

Chemistry Education ◽

Self Regulation ◽

Real Life ◽

Explanatory Models ◽

Explanatory Model ◽

Future Application ◽

Correct Figure ◽

Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

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Digital school: Searching for Explanatory Models. Part 2

Science for Education Today ◽

10.15293/2658-6762.2106.05 ◽

2021 ◽

Vol 11 (6) ◽

pp. 80-95

Author(s):

Sergei Alevtinovich Smirnov ◽

Keyword(s):

Human Development ◽

Personal Development ◽

Digital Technologies ◽

Behavioral Model ◽

Explanatory Models ◽

Cultural Development ◽

Explanatory Model ◽

Semantic Field ◽

The Impact

Introduction. The purpose of the article is to consider the consequences of the virtual shift or virtual inversion, which has led to blurring the structure of the act of development proposed within the framework of cultural-historical psychology. In this regard, the problem is the need to develop an alternative to this phenomenon of inversion, and returning a person (both a school student and an adult mediator) their basic roles as subjects of development. Materials and Methods. The conceptual ideas of cultural-historical psychology including the idea of mediation, objective action, the semantic field, the role of an adult as a mediator in an act of development, were used as a methodological background of the research. Results. The article is the second part of the author’s previous publication. The paper considers the concept derived from L. S. Vygotsky’s cultural-historical psychology, which is proposed to be adopted as a basic one in order to build an explanatory model used by the author to describe and comprehend the phenomenon of transformation of the human development process in the new reality of the digital environment. The article introduces the basic principles and provisions, the explanatory model is built on, concerning the role of symbolic-instrumental mediation in human development, the role of an adult as a mediator, the structure of the act of thinking and the act of development, the basic mechanism of mastering a person's behavior, which permeates the formation of higher mental functions. The author compares this explanatory model and the behavioral model used in most modern research investigations that examine the impact of digital technologies on schoolchildren and students. The language of the model of cultural-historical psychology is used to clarify the reality of the current virtual shift (virtual inversion), according to which the main provisions that play the role of supports in the cultural-historical model are subjected to radical revision and transformation, due to which the process of human cultural development is called into question. In this regard, the author proposes to use the resource and project potential of cultural-historical psychology in order to develop new models on its basis, build a new research and project agenda that returns the main ideas of cultural-historical psychology within the framework of a new mixed hybrid reality, where digital technologies are becoming the tools of personal development. Conclusions. In conclusion, the work offers a cultural task for the further development of cultural-historical psychology. It is proposed to restore the adult-student relationship, restore the idea and the role of the semantic field for teaching a subject action, restore children's communities within the new social-digital hybrid reality, where digital technologies do not act as means enslaving students, but as smart mediators-assistants.

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A qualitative study on cultural determinants for breastfeeding cessation and their association with child diarrhoea in the rural Peruvian Andes

10.1101/2021.02.25.21252475 ◽

2021 ◽

Author(s):

Néstor Nuňo ◽

Jordyn Wallenborn ◽

Daniel Mäusezahl ◽

Stella Marìa Hartinger ◽

Joan Muela

Keyword(s):

Breast Milk ◽

Health Personnel ◽

Cultural Beliefs ◽

Explanatory Models ◽

Cultural Factors ◽

Explanatory Model ◽

Healthcare Sector ◽

Peruvian Andes ◽

Breastfeeding Cessation ◽

Local Healthcare

Background: In some parts of the world, breast milk is seen as a potential source of child diarrhoea. While this belief has been explored in African and Southeast Asian countries, it remains vastly understudied in Latin American contexts. We investigate cultural factors contributing to breastfeeding cessation in rural high-altitude populations of the Peruvian Andes. The role of cultural factors in the local explanatory model of child diarrhoea, and whether these perceptions are integrated in the local healthcare system were assessed. Methods: We carried out semi-structured interviews with mothers (n=40) from 29 communities participating in a large community-randomised controlled trial and health personnel (n=15). We used trial's baseline information to describe characteristics of women participants. Results: Cultural beliefs for breastfeeding cessation included the perception that breast milk turned into 'blood' after six months and that breastfeeding caused child diarrhoea. We identified eight local types of child diarrhoea, and women associated six of them with breastfeeding practices. 'Infection' was the only diarrhoea mothers linked to hygiene and the germ disease concept and perceived as treatable through drug therapy. Women believed that other types of diarrhoea could not be treated within the formal healthcare sector. Interviews with health personnel revealed no protocol for, or consensus about, the integration of the local explanatory model for child diarrhoea in local healthcare and service provision. Conclusion: The local explanatory model in rural Andean Peru associated breastfeeding with child diarrhoeas. Cultural beliefs regarding diarrhoea management may increase home treatments, even in cases of severe diarrhoeal episodes. Future breastfeeding interventions should promote peer-counselling approaches to reduce negative attitudes towards breastfeeding and health practitioners. Local explanatory models should be incorporated into provincial and regional strategies for child diarrhoea management to promote equity in health and improve provider-patient relationships.

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Differential object marking in Ibero-Romance languages: Explanatory models in domestic and Russian educational literature

Rhema ◽

10.31862/2500-2953-2019-2-61-76 ◽

2019 ◽

pp. 61-76

Author(s):

N. Pakhmutova

Keyword(s):

Explanatory Models ◽

Explanatory Model ◽

The Other ◽

Direct Object ◽

Romance Languages ◽

Differential Object Marking ◽

Didactic Literature ◽

Educational Literature ◽

Direct Objects ◽

Object Marking

Differential object marking / dom is the term for the phenomenon of distinguishing two classes of direct objects, one bearing a special marker, while the other lacking it. In modern linguistics, the marker licensing is partially or fully attributed to the features of a direct object: Animacy/Inanimacy and referential status. Russian didactic literature generally contains a reduced explanatory model of Spanish dom, based on the grammar of the Royal Spanish Academy. For Catalan, the explanatory model is complicated by the usus/norm split, the latter reducing the phenomenon’s scope. The paper focuses on the improvement of dom explanatory models for Spanish and Catalan.

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APPLICATION OF CASE TECHNOLOGY IN THE PROCESS OF TEACHING CHEMISTRY TO FUTURE SPECIALISTS IN THE FIELD OF PHARMACY

Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences ◽

10.35433/pedagogy.1(104).2021.59-68 ◽

2021 ◽

pp. 59-68

Author(s):

S. Vitvytska ◽

I. Kovalchuk

Keyword(s):

Higher Education ◽

Professional Training ◽

Professional Competence ◽

Learning Technologies ◽

Professional Activity ◽

First Year ◽

Case Study Method ◽

Teaching Chemistry ◽

First Year Students

The article substantiates the expediency of using case technology in the process of studying chemical disciplines, which is not only one of the top priorities of modern professionally-oriented learning technologies, but also adapted to the formation of professional competence of future specialists in the field of pharmacy. The tendencies of introduction of the case study method in the practice of professional higher education are revealed; the main tasks and objectives of application of the case method in the process of professional training of students are formulated. Case-study based lessons are reviewed and described, major stages of “case” use are highlighted, as well as the role of the teacher and the student at each corresponding stage is indicated. Authors’ own case-study based technologies and experience of their successful and effective practical application and exploitation in the process of studying chemical disciplines in Zhytomyr College of Pharmacy are revealed and substantiated. The article contains the results and analysis of the responses of undergraduates and first-year students about the need for chemical knowledge, which were collected through an anonymous survey. The role, criteria, stages of realization of professional orientation of teaching chemistry as a complex multifunctional process aimed at students' awareness of motives, needs of future professional activity, combination of theoretical and practical components of educational content are clarified. The value of the case study method in the professional development of a pharmaceutical specialist during college studies is argued. The aim of the study is to expand the range of opportunities for teachers of professional higher education to use the latest technology of case-study in the process of forming the professional competence of future pharmacists in the process of studying chemical disciplines. The result of the use of case technology is the training of a qualified competitive specialist, as well as the formation of key competencies of the student, his/her ability to self-development, self-determination, self-education.

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Quantifying attitude to chemistry in students at the University of the South Pacific

Chemistry Education Research and Practice ◽

10.1039/c3rp00155e ◽

2014 ◽

Vol 15 (2) ◽

pp. 184-191 ◽

Cited By ~ 6

Author(s):

S. J. Brown ◽

B. N. Sharma ◽

L. Wakeling ◽

M. Naiker ◽

S. Chandra ◽

...

Keyword(s):

Educational Institution ◽

South Pacific ◽

First Year ◽

The South ◽

Teaching Chemistry ◽

Chemistry Students ◽

Pooled Data ◽

Oblimin Rotation ◽

The University ◽

The Impact

The attitude towards the study of chemistry for new entrant chemistry students from a multi-national, regional, tertiary educational institution in the South Pacific was investigated using a purpose-designed diagnostic instrument. The Attitude toward the Study of Chemistry Inventory (ASCI) was used to quantify attitude in a cohort of first year undergraduate (n = 144) and foundation (n = 108) chemistry students. A similar, generally positive attitude to the study of chemistry was shown by both groups of students. Exploratory factor analysis using principle axis factoring and direct oblimin rotation was used to identify factors within the pooled data. Three factors accounted for more than 50% of the total variance, while Cronbach's alpha values for the factors 1, 2 and 3 were 0.92, 0.68 and 0.78, respectively. Factors 1 and 2 were consistent with known constructs of attitude, namely affective (factor 1) and cognitive (factor 2). However, the other factor (3) identified in this study was designated “Value”, which may reflect the students' choice of chemistry as a career path. ASCI may be a suitable tool for monitoring students' attitude throughout a degree and also to monitor the impact of novel approaches for teaching chemistry and engaging students.

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Against the unification of the behavioral sciences

Behavioral and Brain Sciences ◽

10.1017/s0140525x07000647 ◽

2007 ◽

Vol 30 (1) ◽

pp. 21-22 ◽

Cited By ~ 1

Author(s):

Steve Clarke

Keyword(s):

Explanatory Models ◽

Explanatory Model ◽

Foreseeable Future ◽

Behavioral Sciences ◽

Lack Of Commitment

The contemporary behavioral sciences are disunified and could not easily become unified, as they operate with incompatible explanatory models. According to Gintis, tolerance of this situation is “scandalous” (sect. 12). I defend the ordinary behavioral scientist's lack of commitment to a unifying explanatory model and identify several reasons why the behavioral sciences should remain disunified for the foreseeable future.

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DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY

Journal of Baltic Science Education ◽

10.33225/jbse/14.13.351 ◽

2014 ◽

Vol 13 (3) ◽

pp. 351-360

Author(s):

Meng-Fei Cheng ◽

Jang-Long Lin ◽

Ying-Chi Chang ◽

Hsiao-Wen Li ◽

Tsung-Yu Wu ◽

...

Keyword(s):

Computer Simulation ◽

Undergraduate Students ◽

Explanatory Models ◽

Microscopic Level ◽

Explanatory Model ◽

Scientific Models ◽

Scientific Modeling ◽

Scientific Evaluation ◽

Student Centered ◽

Magnetic Phenomena

The main purpose of this study was to bridge the gap between how scientists practice and how students learn science. To achieve this, an innovative student-centered curriculum was designed to teach 42 undergraduate students. The program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria to address the students’ difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism. To address the students’ difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism, the program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria. The results of the study indicated that more than half the students developed scientific and coherent microscopic N-S dipole models to explain observed magnetic phenomena, and students’ understanding of the nature of models was significantly enhanced after the instruction. This study contributes to modeling theory and the methods that can help students self-develop scientific models of magnetism as opposed to rote learning. Key words: explanatory models, magnetism, modeling, scientific inquiry, undergraduate students.

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Les processus de néolithisation : socialiser la nature et naturaliser la société

European Journal of Sociology ◽

10.1017/s0003975613000106 ◽

2013 ◽

Vol 54 (2) ◽

pp. 157-185

Author(s):

Delphine Chorin ◽

Augustin F.C. Holl

Keyword(s):

Case Studies ◽

Evolutionary Model ◽

Explanatory Models ◽

Explanatory Model ◽

Evolutionary Models ◽

Major Factors ◽

Agricultural Economies

AbstractThe advent of food-producing economies – agricultural and pastoral – is indeed an important step in the evolution of human societies. A number of explanatory models have been devised to explain and make sense of the processes involved in these transformations. The explanatory model offered by J. Cauvin in his last book is anchored on the “cultural reason”, a revolution of symbols that presided over the formations of the earliest villages communities and the onset of agricultural economies in the Levant. Alain Testart disagrees, launching an interesting debate and providing a rebuttal of the very logic – or lack thereof – underlying J. Cauvin's suggestions. In this paper, we outline the evolutionary models involved in this debate. Through two complementary case studies featuring prehistoric artworks, we offer a parsimonious non-deterministic co-evolutionary model that integrates all the major factors involved in the neolithisation processes.

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