Invasive plants: representativeness of research from tropical countries in the global context

Biological invasions threaten the native biota of several countries and this threat is even greater in the tropical regions that have the greatest biodiversity. In order to evaluate the representativeness of studies on invasive plants in tropical countries compared to the world, as well as the region of origin and habits of the most reported invasive plants in research, we analyzed the publications from eight of the most important international journals that address the theme, from January 1995 to December 2004. The articles on biological invasions were classified as theoretical or as case studies, and according to their approach, main question, where the study was conducted, region of origin and habit of the invasive plant. Case studies predominated, as did questions about the environment`s susceptibility to the invasion, the species` invasive power and the impacts it had. The most reported invasive species were herbaceous plants from Asia and Europe. Few articles address tropical environments and only one referred to Brazil. Most referred to North America and Europe. This small number of publications in the tropics indicates the need for a global projection on this subject and underscores the lack of consistent and organized data to understand the phenomenon and propose effective strategies to combat biological invasion.

Introducing Undergraduate Students to Science

Understanding the scientific method fosters the development of critical thinking and logical analysis of information. Additionally, proposing and testing a hypothesis is applicable not only to science, but also to ordinary facts of daily life. Knowing the way science is done and how its results are published is useful for all citizens and mandatory for science students. A 60-h course was created to offer undergraduate students a framework in which to learn the procedures of scientific production and publication. The course`s main focus was biochemistry, and it was comprised of two modules. Module I dealt with scientific articles, and Module II with research project writing. Module I covered the topics: 1) the difference between scientific knowledge and common sense, 2) different conceptions of science, 3) scientific methodology, 4) scientific publishing categories, 5) logical principles, 6) deductive and inductive approaches, and 7) critical reading of scientific articles. Module II dealt with 1) selection of an experimental problem for investigation, 2) bibliographic revision, 3) materials and methods, 4) project writing and presentation, 5) funding agencies, and 6) critical analysis of experimental results. The course adopted a collaborative learning strategy, and each topic was studied through activities performed by the students. Qualitative and quantitative course evaluations with Likert questionnaires were carried out at each stage, and the results showed the students` high approval of the course. The staff responsible for course planning and development also evaluated it positively. The Biochemistry Department of the Chemistry Institute of the University of Sao Paulo has offered the course four times.