Laboratory projects using inquiry-based learning: an application to a practical inorganic course

This paper reports how laboratory projects (LP) coupled to inquiry-based learning (IBL) were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses), communicational, environmental and application abilities were revealed by the students throughout the experimental course.

Monitoring of praseodymium(III) ions in aqueous solutions, soil and sediment samples by a PVC membrane sensor based on a furan-triazole derivative

A furan-triazole derivative has been explored as an ionophore for preparation of a highly selective Pr(III) membrane sensor. The proposed sensor exhibits a Nernstian response for Pr(III) activity over a wide concentration range with a detection limit of 5.2×10-8 M. Its response is independent of pH of the solution in the range 3.0-8.8 and offers the advantages of fast response time. To investigate the analytical applicability of the sensor, it was applied successfully as an indicator electrode in potentiometric titration of Pr(III) solution and also in the direct and indirect determination of trace Pr(III) ions in some samples.

Active teaching-learning methodologies: medical students' views of problem-based learning

The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED), and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE), promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS). In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO) established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL). Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

Optimisation of an asymmetric polymerase chain reaction assay for the amplification of single-stranded DNA from Wuchereria bancrofti for electrochemical detection

Single-stranded DNA (ssDNA) is a prerequisite for electrochemical sensor-based detection of parasite DNA and other diagnostic applications. To achieve this detection, an asymmetric polymerase chain reaction method was optimised. This method facilitates amplification of ssDNA from the human lymphatic filarial parasite Wuchereria bancrofti. This procedure produced ssDNA fragments of 188 bp in a single step when primer pairs (forward and reverse) were used at a 100:1 molar ratio in the presence of double-stranded template DNA. The ssDNA thus produced was suitable for immobilisation as probe onto the surface of an Indium tin oxide electrode and hybridisation in a system for sequence-specific electrochemical detection of W. bancrofti. The hybridisation of the ssDNA probe and target ssDNA led to considerable decreases in both the anodic and the cathodic currents of the system's redox couple compared with the unhybridised DNA and could be detected via cyclic voltammetry. This method is reproducible and avoids many of the difficulties encountered by conventional methods of filarial parasite DNA detection; thus, it has potential in xenomonitoring.

Problematizing the multidisciplinary residency in oncology: a practical teaching protocol from the perspective of nurse residents

Objective: To investigate practical teaching of nurse residents in a multidisciplinary residency in oncology. Method: A qualitative descriptive study grounded in the problematization methodology and its steps, represented by the Maguerez Arch. Data were analyzed using content analysis. Results: Potentiating and limiting elements of the residency guided the design of a practical teaching protocol from the perspective of residents, structured in three stages: Welcoming and ambience; Nursing care for problem situations; and, Evaluation process. Conclusion: Systematization of practical teaching promoted the autonomy of individuals and the approximation of teaching to reality, making residency less strenuous, stressful and distressing.



El aprendizaje basado en problemas como estrategia para el cambio metodológico en los trabajos de laboratorio

The Problem Based Learning (PBL) can be used as a strategy for methodological change in conventional learning environments. In this paper, the integration of laboratory work in PBL grounded activities during an introductory organic chemistry course is described. The most decisive issues of their implementation are discussed. The results show how this methodology favours the laboratory work contextualization in subject-matter and promotes the Science-Technology-Society-Environment relationships. Besides, it contributes to competence development like planning and organization skills, information search and selection, cooperative work, etc., the same way as the tutorial action improvement.

Aprendizagem baseada em problemas: uma experiência no ensino de química toxicológica

This article describes a Problem-Based Learning (PBL) experience that taught organophosphorus pesticides chemistry, its human health effects and acetylcholinesterase assay to secondary students. The teaching process was based on a real intoxication case and ended with students' activities report presentation. The apparent lack of teacher reference and inexistence of a curriculum based on a strict textbook in which PBL is based on leads inexperienced students to insecurity and the idea that teachers are not doing there jobs. One way to minimize this situation is to use real cases in other to interest students as stakeholders of central problem solution.

Alterações em medicamentos mal acondicionados: uma estratégia para desenvolver habilidades investigativas, comunicação científica e interdisciplinaridade nas aulas de química

The chemist must master a number of abilities. These include a solid knowledge of theory and the capacity to devise theoretical problems. The chemist is also expected to solve problems. In order to improve these abilities, this work aimed to evaluate several tools, such as the use of contextualization, problem-based learning and the interdisciplinary approach. In the methodology developed, undergraduate students had to investigate and propose a hypothesis, suggesting how physical changes took place in inappropriately stored drugs. The interdisciplinary approach is achieved by connecting public interest, chemistry, biology and pharmacology concepts. The tools can improve these abilities required for a well-prepared chemist.