Team:FCB-UANL/Education
PLATFORMS
STORYTELLING
COLLABORATIONS
ADVISORY
COMMUNICATION
PERSPECTIVES
ART
CURRENT SITUATION
OUR IMPACT
Opinions
REFLECTIONS
Self education
Learning
Mentorship
REFERENCES
PEDAGOGICAL THEORY
On our team, we are convinced education is the main tool to encourage people to
take
action to solve current problems. It does not matter how well-planned a project
is
if
people do not trust it; synthetic biology (and science in general) is facing a
difficult
situation in financial, social, and political terms, and there is no more
powerful
way
to change this situation than spreading science and raising interest from the
population.
However, due to the COVID-19 pandemic and the worldwide lockdown, education also faced many challenges, where finding new tools and opportunities to communicate with different audiences in an effective way stands out. For this means, it is essential to look for new ways of teaching and communicating science; we need to implement strategies that allow us to awaken critical thinking and the interest of young people for research in an innovative way, breaking the schemes of the traditional educational model, taking this teaching beyond the exposure of concepts on a classroom.
Hence, we made use of different educational tools and platforms, with the purpose of reaching as many diverse audiences as possible. We mainly used social media and online platforms, the emerging tools for the new digital-living world (1). However, we are aware of the current economic situation in our state, so we also developed some activities that can be either carried out in person (i.e. our board game and storybook), or where we found the way to gave the information to our audience (i.e. we sent a brochure for students at risk of not continuing their studies).
First, we defined which pedagogical strategies we were going to use, as suggested by our advisor PhD Heber Torres. We defined the concepts we wanted to communicate based on our stakeholders' opinions, since most of them told us their concern of how little people know about different areas regarding ecology, fire safety and biotechnology. Thus, we decided to focus our efforts on raising awareness and awakening people’s interest in synthetic biology and the environment.
However, due to the COVID-19 pandemic and the worldwide lockdown, education also faced many challenges, where finding new tools and opportunities to communicate with different audiences in an effective way stands out. For this means, it is essential to look for new ways of teaching and communicating science; we need to implement strategies that allow us to awaken critical thinking and the interest of young people for research in an innovative way, breaking the schemes of the traditional educational model, taking this teaching beyond the exposure of concepts on a classroom.
Hence, we made use of different educational tools and platforms, with the purpose of reaching as many diverse audiences as possible. We mainly used social media and online platforms, the emerging tools for the new digital-living world (1). However, we are aware of the current economic situation in our state, so we also developed some activities that can be either carried out in person (i.e. our board game and storybook), or where we found the way to gave the information to our audience (i.e. we sent a brochure for students at risk of not continuing their studies).
First, we defined which pedagogical strategies we were going to use, as suggested by our advisor PhD Heber Torres. We defined the concepts we wanted to communicate based on our stakeholders' opinions, since most of them told us their concern of how little people know about different areas regarding ecology, fire safety and biotechnology. Thus, we decided to focus our efforts on raising awareness and awakening people’s interest in synthetic biology and the environment.
| Tool used | Desired audience | Why did we use it? |
|---|---|---|
| Game-based learning | Children and teenagers | We wanted to use a creative and fun way to talk about fire incidents to have our younger audiences engaged and interested in continuing participating and learning (2). |
| Empirical knowledge | Empirical knowledge | We wanted to get our team members to know the most important laboratory techniques by actually doing them in the lab. Also, we used that knowledge to have them interpreting the results (3). |
| Study case | Teenagers and young adults | Our goal was to communicate the cause-consequence relationship of our actions and the effects over the environment. Analyzing a case and finding out what caused that situation seemed the best option to establish that concept (4). |
| Open dialogue and discussion | Everyone | We did not just want to talk and teach, but also to learn and hear from different points of view and arguments. Using this tool, we were able to set up a two-side dialogue (5). |
| Lectures and talks | Adults and olders | Lectures and talks using more technical concepts were intended for people that already know the foundations of the topics we were communicating. However, we tried to incorporate some interactive resources (6). |
| Storytelling, illustration music and photography | Adults and olders | Using different forms of art to communicate science can expand the ways in which we can convey certain feelings, start discussions, create intrigue, increase interest, and even highlight certain issues that otherwise would go unnoticed. We used a variety of artistic expressions in our activities (7). |
| Social media | Everyone | Social media is one of the most accessible tools we have, and it allows us to interact with our audiences and keep in touch with people even in the current lockdown situation (8). |
USAGE OF PLATFORMS AND DIGITAL TOOLS
Following the same line of the digital-living world explained before, we used
different digital tools for our online activities. This usage goes from social
media
such as Facebook, Instagram, YouTube, and Zoom meetings, to other interactive
platforms to complement our audience's engagement, (i.e. miro, padlet, platforms
to
make surveys to get to know the opinions of our audiences, and the tools used in
the
virtual congresses we participated on). The average number of people reached in
each
activity is reported in our communication
section.
EVIDENCE-BASED STORYTELLING
Since we focused our efforts in different communities and age groups, something
very important to take into account is the language, as it can awaken interest,
make something memorable, and even calm nervousness and anxiety about a certain
topic (9). That was the reason why we decided to have experts’ insight; hence,
we reached out to BSc Lisandro Bregant, an expert on evidence-based
storytelling, who helped us shape our approach and the way we communicate our
project to effectively keep both the attention and the interest of our
audiences. All his opinions and feedback are reported later on this section.
COLLABORATIONS: JOINING EFFORTS
Also, we know there are a lot of different groups and communities worried
about the same topics as us, and trying to raise awareness on the
population. In order to combine efforts with them, we set up some
collaborations for some of our activities. The summary of collaborations can
be seen in the next table, and more detailed information of how we
collaborated and the activities we did together with iGEM teams is explained
in our collaborations and
communication
sections respectively.
We made efforts to communicate scientific, environmental, and iGEM-related topics (all of those are detailedly explained in our communication section), but we also developed activities to raise awareness to the current issues women in science are facing, and to encourage girls and young women (further explanation is provided on our inclusivity section). For this purpose, we collaborated with many iGEM teams (find more details in our collaborations section), but we also connected with other groups and organisations outside the iGEM competition, which are listed below.
We made efforts to communicate scientific, environmental, and iGEM-related topics (all of those are detailedly explained in our communication section), but we also developed activities to raise awareness to the current issues women in science are facing, and to encourage girls and young women (further explanation is provided on our inclusivity section). For this purpose, we collaborated with many iGEM teams (find more details in our collaborations section), but we also connected with other groups and organisations outside the iGEM competition, which are listed below.
| Who? | Why? |
|---|---|
| Quiero Ser Biotec | Her creator, Jannireth Guerrero, is a biotechnologist that makes science communication focused on biotechnology, trying to raise awareness bn s of current social topics. This account has more than 9,000 followers. |
| Ciencia Mágica | It is an account dedicated to science communication focused on sustainability. Its creator, Chemist Alondra Fraustro, greatly inspires us due to her environmental and educational efforts, Ciencia Mágica counts with more than 118,000 followers. |
| CONJUVECyH | It is the organism in charge of the communication of science activities in our state. For us, it was a great opportunity to be able to collaborate with them in several activities, as it represents a way to inspire more young people from our region. |
| Biotec Latina | It is a community of Latin American biotechnology groups and initiatives; we have collaborated with them in several activities, with the aim of breaking the language barrier and setting the foundations of a supporting network in our region. |
Finally, considering that education is a two-way tool, we tried to encourage
our audiences to ask us questions and discuss their opinions and arguments,
with the purpose of establishing a conversation and learning from their
opinions, feelings, and experiences. In this way, we also made some efforts
to educate ourselves on many areas and continuously learn throughout the
season.
ADVISORY: SHAPING EDUCATIONAL ACTIVITIES
In order to have the proper theoretical foundations for science
communications, we reached out to experts on the subject. To document
it, we used the same OVFA (Opinions, Values, Feelings, and Actions)
analysis we applied to our stakeholders contributions (explained in our human practices
section. You can see more
information about every advisor, how they helped us and what we did by
clicking on the icons.
PhD Heber Torres
He is a Biotechnologist from our university, with a PhD on
Communication and Educational Innovation. We decided to contact him
because of his experience with both educational and scientific
areas, in addition to his vast expertise developing and evaluating
iGEM projects. In particular, we were interested in receiving
feedback on the general plan of our educational activities.
Opinions: He told us that the most important aspects of an educational
project are metrics and measurement, since we cannot improve
something we cannot measure. In general, he suggested finding a way
to properly analyze the impact of our activities and be aware that
quality is more important to quantity when referring to educational
stuff.
Values: Responsibility, empathy, and good communication. For him, reflexiveness is one of the most important things for us as a group making science communication.
Feelings: He expressed his interest in continuing to give us insight, and excitement to see us focused on making educational efforts using the adequate theory.
Actions: He helped us shape the survey we did on our education continuity analysis (further information, as well as the survey, are available on our communication section), and the survey we made for our own learning analysis. Due to his comments, we decided to reach out to PhD Matteo Farinella for us to further complement our activities. Last, we made the decision to add the future perspectives and improvements found later on this section.
Values: Responsibility, empathy, and good communication. For him, reflexiveness is one of the most important things for us as a group making science communication.
Feelings: He expressed his interest in continuing to give us insight, and excitement to see us focused on making educational efforts using the adequate theory.
Actions: He helped us shape the survey we did on our education continuity analysis (further information, as well as the survey, are available on our communication section), and the survey we made for our own learning analysis. Due to his comments, we decided to reach out to PhD Matteo Farinella for us to further complement our activities. Last, we made the decision to add the future perspectives and improvements found later on this section.
PhD Matteo Farinella
He is a neuroscientist, molecular biologist, and scientific
illustrator, with a lot of experience of making comics and
illustrations about complex scientific topics. He is also a
science multimedia producer at the University of Columbia in New
York.
Opinions: He gave us positive opinions about our educational
activities, with focus on the storybook “A collection of
environmental stories” (to read it please go to our
communication
section), an initiative that called his attention
due to the design and the scientific and environmental aspects
we took into account, as well as the usage of metaphors and
identifiable characters as a way to connect with children.
Regarding the methods for measuring the impact of our
educational activities, he strongly recommended us to make an
initial survey and when possible, analyze how the knowledge
increased on a before-after study. In his opinion, it is
difficult to have proper tools to measure impact or learning,
and suggested us to just ask our audiences for opinions on our
simpler activities.
Values: Having empathy with children at the moment of asking questions about their opinions for a certain topic and being responsible with the use we give to the information we collect. Also, he told us we must be passionate about science communication, so we can transmit that passion to the children we talk to.
Feelings: He showed a lot of excitement to see the outcome of our activities, and asked us to share a copy of our storybook with him at the end of the season. In addition, he expressed his interest in developing science communication material for students who do not like science, with the purpose of raising their interest.
Actions: We incorporated his suggestion of making an initial survey into our education continuity analysis (available at our communication section), where we used an initial analysis to shape the approach of our activities; also, we used the before-after analysis on our own learning, as explained later on this section. Likewise, we asked our audiences for opinions; some of the most representative comments obtained are shown in this section.
Values: Having empathy with children at the moment of asking questions about their opinions for a certain topic and being responsible with the use we give to the information we collect. Also, he told us we must be passionate about science communication, so we can transmit that passion to the children we talk to.
Feelings: He showed a lot of excitement to see the outcome of our activities, and asked us to share a copy of our storybook with him at the end of the season. In addition, he expressed his interest in developing science communication material for students who do not like science, with the purpose of raising their interest.
Actions: We incorporated his suggestion of making an initial survey into our education continuity analysis (available at our communication section), where we used an initial analysis to shape the approach of our activities; also, we used the before-after analysis on our own learning, as explained later on this section. Likewise, we asked our audiences for opinions; some of the most representative comments obtained are shown in this section.
BSc Lisandro Bregant
He is an expert on evidence-based storytelling; in his own
words, he “helps leaders, Small and Medium Enterprises
(SMEs), and people that have to go out to get a scholarship
for their children”. We got inspired by his efforts
communicating the importance of storytelling to catch the
attention of an audience, so we decided to reach out to him
to have their feedback regarding the way we present our
project.
Opinions: He told us how to improve the discourse by talking about
the way our problem (fire incidents) can actually affect our
audiences, in order to get them involved as participants of
the narrative.
Values: Empathy to comprehend the sociocultural background of our audience and try to use it to catch their attention and get to manage the ideas.
Feelings: He showed a little concern of how we could manage all our project concepts, since there is a lot of information.
Actions: We improved the general way we presented our project sections, focusing on the general introduction and the storytelling of our educational activities and our presentation video.
Values: Empathy to comprehend the sociocultural background of our audience and try to use it to catch their attention and get to manage the ideas.
Feelings: He showed a little concern of how we could manage all our project concepts, since there is a lot of information.
Actions: We improved the general way we presented our project sections, focusing on the general introduction and the storytelling of our educational activities and our presentation video.
Underwriters Laboratories
It is the international organism in charge of foam’s
certifications. UL highly helped us in several areas of
our project (a detailed description of the whole
feedback received is reported on our human practices
section). However, in this section we will focus on the
feedback received regarding the educational activities.
Specifically, Dr Deepa Shankar, their education
partnership manager, with experience working with
companies such as Disney, gave us exceptionally
important insight.
Opinions: She told us the approach we decided to use was brilliant, especially the usage of our pet Dana la rana to connect with children, and art in general, focusing on the usage of graphic design we did, as well as music. She suggested us to find influencers or people using social media to communicate the same concepts we are working with, to reach more people.In addition, she proposed ask our younger audiences to make drawings of what they learnt with our activities, as a way to communicate their opinions and perspectives.
Values: For her, awareness of your audience's feedback and opinions is very important. Also, multiculturality can be achieved by collaborating with people of the community and incorporating different points of view in our activities (more information available in our inclusivity section).
Feelings: In general, she showed excitement and hope. The general comments were positive; however, she said that we could improve the way we listen to our audiences’ opinions by opening our minds to other expression forms.
Actions: We incorporated drawings as a form of receiving feedback, especially in our storybook storytelling event; the drawings are shared later on this page. Regarding her suggestion of reaching out to influencers, we established several collaborations with people and groups already using social media as a communication method for different audiences (those collaborations are previously explained on this section)
Opinions: She told us the approach we decided to use was brilliant, especially the usage of our pet Dana la rana to connect with children, and art in general, focusing on the usage of graphic design we did, as well as music. She suggested us to find influencers or people using social media to communicate the same concepts we are working with, to reach more people.In addition, she proposed ask our younger audiences to make drawings of what they learnt with our activities, as a way to communicate their opinions and perspectives.
Values: For her, awareness of your audience's feedback and opinions is very important. Also, multiculturality can be achieved by collaborating with people of the community and incorporating different points of view in our activities (more information available in our inclusivity section).
Feelings: In general, she showed excitement and hope. The general comments were positive; however, she said that we could improve the way we listen to our audiences’ opinions by opening our minds to other expression forms.
Actions: We incorporated drawings as a form of receiving feedback, especially in our storybook storytelling event; the drawings are shared later on this page. Regarding her suggestion of reaching out to influencers, we established several collaborations with people and groups already using social media as a communication method for different audiences (those collaborations are previously explained on this section)
VERBAL AND NON-VERBAL COMMUNICATION
Teaching and communication are complex areas to work
with, since it is important to consider the
language, tools, and many concepts and theories that
us as undergraduate students may not know at all.
Thus, with the purpose of precisely designing our
activities to actually have an impact on the public,
we decided to reach out to experts in those areas to
take advantage of the usage of the visual and
conversational tools we have within our reach. In
the following sections, we present the visual and
conversational tools we used.
PRESENTING MULTI-SIDED PERSPECTIVES
We did not want to promote one-sided
perspectives on our audiences. Hence, following
the expert’s recommendations, we maintained a
neutral position where we explained the
different points of view of the concepts we
communicated, trying to encourage critical
thinking in our audiences to form their own
opinions, using evidence-based learning (10).
This approach of considering the different
perspectives was taken into account in all the
areas of our project (for example, the dual-use
considerations explained in our safety section,
the alternative business plan incorporated into
our entrepreneurship
section, and the novel
multi-centered approach explained in our human practices
section).
AN ARTISTIC APPROACH TO SCIENCE
COMMUNICATION & EDUCATION
Art is an element that surrounds us
constantly and although its presence can be
subtle in our everyday life it would be wrong
to state that these types of expression can
be found exclusively in museums and art
galleries (7). We also know that the arts
can deeply engage people by focusing on the
affective domain of learning, this including
emotion. By approaching the audience in this
way we can later focus on the cognitive
domain with other strategies (11). This
alternative approach expands the ways in
which we can create intrigue, increase
interest and even start new discussions
about certain problems or scientific
solutions.
A variety of tools such as storytelling, illustration, music, and photography were used and although incorporating fine arts into our project was not our priority, other branches such as illustration and graphic design were more heavily implemented to both communicate a story, a particular message and to reach the rest of the aforementioned objectives. Given that the public may be in lack of a scientific understanding, we can explore a given topic and aim for engagement by creating content such a storybook directed to children, a participatory, community-based activity alongside of it or a musical representation of a real issue in order to achieve way more useful results (12).
>
A variety of tools such as storytelling, illustration, music, and photography were used and although incorporating fine arts into our project was not our priority, other branches such as illustration and graphic design were more heavily implemented to both communicate a story, a particular message and to reach the rest of the aforementioned objectives. Given that the public may be in lack of a scientific understanding, we can explore a given topic and aim for engagement by creating content such a storybook directed to children, a participatory, community-based activity alongside of it or a musical representation of a real issue in order to achieve way more useful results (12).
>
STATISTICAL ANALYSIS OF THE CURRENT
SITUATION
Since the beginning of the year, we
conducted a survey (as suggested by our
advisors) with high school students from
areas with high dropout rates in order
to get to know the social background
that has led to this situation, for us
to better shape our activities and make
a little contribution to all the efforts
made to solve this problem. The complete
inspiration, as well as the survey and
the selection of people surveyed is
explained in our communication
section.
In the following paragraphs, we are
going to explain the statistical
analysis carried out.
For this purpose, we used the statistical analysis program SPSS, as recommended by our advisor PhD Heber Torres; on this program, we used Spearman's correlation coefficient, since it is useful to compare groups using numeric ranges (just as the numeric scales we obtained in our survey responses) (13).
With the help of our advisor, we decided which variables were going to be included in the survey: the chances of continuing studying, and the availability of information about different careers. The usage of these variables was based on the lack of information correlating both, since other factors (i.e. economy, and family issues) had already been reported as decisive for the decision making process. But in the specific case of the available information about universities and careers, there is no clear information of its impact on dropout rates.
For the obtained results, the correlation values go from 1 (total positive correlation) to -1 (total negative correlation). The obtained values are shown in the table below, where the values taken into account are highlighted.
As previously explained, we used two variables measured on a 1-5 scale, which are:
As it can be observed, the correlation values for VAR00006 and VAR00014 were negative, which is something to be worried about, because it means that the higher the students wish to continue their studies is, the less they think there is helpful information available. This information leads us to conclude that there is a gap in the information delivery, and even the students trying to find information are not able to find it.
For this purpose, we used the statistical analysis program SPSS, as recommended by our advisor PhD Heber Torres; on this program, we used Spearman's correlation coefficient, since it is useful to compare groups using numeric ranges (just as the numeric scales we obtained in our survey responses) (13).
With the help of our advisor, we decided which variables were going to be included in the survey: the chances of continuing studying, and the availability of information about different careers. The usage of these variables was based on the lack of information correlating both, since other factors (i.e. economy, and family issues) had already been reported as decisive for the decision making process. But in the specific case of the available information about universities and careers, there is no clear information of its impact on dropout rates.
For the obtained results, the correlation values go from 1 (total positive correlation) to -1 (total negative correlation). The obtained values are shown in the table below, where the values taken into account are highlighted.
As previously explained, we used two variables measured on a 1-5 scale, which are:
- Likelihood of continuing studying: the 1
(impossible) to 5 (very likely) scale is
represented by the code VAR00002 to
VAR00006 on the program.
- Access to information: the 1 (no
information available) to 5 (a lot of
information available) scale is
represented by the code
VAR00010-VAR00014 on the
program.
As it can be observed, the correlation values for VAR00006 and VAR00014 were negative, which is something to be worried about, because it means that the higher the students wish to continue their studies is, the less they think there is helpful information available. This information leads us to conclude that there is a gap in the information delivery, and even the students trying to find information are not able to find it.
OUR IMPACT
Throughout the year, we wanted to
measure the impact of each one of
our activities; we thus incorporated
different strategies suggested by
our advisors, such as documenting
the comments said by our audiences,
using surveys, registering the
number of assistants to our
activities, asking our younger
audiences to make drawings, making
activities on social media to get
people involved and analyze the
interactions, etc. On this page we
already showed numeric data of our
audiences, as well as the results of
one of the surveys we developed;
next, we show some of the opinions
and participation gathered.
OPINIONS FROM OUR AUDIENCES
Next, you can see an animation with
some of the comments we have received from
our audiences.
DRAWINGS OF OUR AUDIENCES
Next, here are some of the
drawings our younger
audiences sent us.
REFLECTIONS
Throughout the year, we
encouraged dialogue in
all our activities,
since our region (and
Latin America in
general) is
characterized by its
multicultural context.
In consequence, all the
opinions, feelings, and
points of view of the
general population about
synthetic biology and
environmental issues
have a socio-cultural
background. For us to
understand that, we
analyzed what we could
learn to educate
ourselves and improve
our relationship and our
way to communicate
things to the
population.
SUMMARY: SELF
EDUCATION
Something we learnt
was the importance
of properly
communicating and
applying the
different concepts
and ideas to all our
activities. For us
to do that, we
attended several
courses during our
iGEM journey; we
participated in
workshops and
sessions of many
different topics.
Those are reported
on the sections we
applied the
knowledge we got (to
see some of the
courses, you can go
to our
entrepreneurship
,
safety , human practices ,
and
communication
sections).
ANALYSIS OF OUR
OWN LEARNING
In order to
measure our
learning
throughout the
year, we
developed a
survey to get to
know how every
team member
perceived their
personal and
professional
growth while
participating on
iGEM. It
included
questions
regarding the
acquisition of
soft skills and
technical
knowledge,
professional and
personal
development
opportunities,
and even
reflections on
how being part
of the iGEM team
has impacted us.
The survey is
available as a
PDF file by
clicking here,
and the overall
results are
summarized in
the following
graphs.
MENTORSHIP
PROGRAM FOR
FRESHMAN
iGEMERS
As part of our self-education activities, we developed a mentorship
program for our young team members, in which they were able to
go to the laboratory for a month in order to learn laboratory techniques,
since they are not having practical sessions on their career
because of the lockdown.
During this
time, our
wet-lab team
developed a
plan to
teach them
the
theoretical
foundations
and the
practical
skills
needed to
learn the
basic
molecular
biology and
biotechnology
techniques.
Detailed
explanation
of the plan
is available
at our
communication
section, and
the safety
considerations
we took into
account are
mentioned in
our safety section.
Luisa Rendón Garlant
During a
month I was
able to go
to the lab
and take
part of the
wet lab
team. Right
now, due to
the pandemic
we all have
been missing
lab
practices
and the
basic
protocols we
are supposed
to know how
to do.
Thanks to
this
opportunity
I was able
to better
understand
some of the
things I was
learning at
college and
put up to
date my lab
skills. The
team members
that are
working on
the wet lab
helped me
throughout
the way and
were patient
with me
always
answering my
questions
and
explaining
all the
fundamentals
of the
protocols.
Mauricio
Reyes
Elizondo
This
opportunity
has led me
to discover
and practice
new skills
that I
haven’t
experienced
before. This
was an
exceptional
period to
develop in
many areas
such as
molecular
biology,
microbiology,
but most
importantly,
synthetic
biology. The
time, the
place, the
activities
and the
environment
with my
teammates
brought me a
great
experience
and
invaluable
knowledge. I
don’t have
anything to
say other
than the
pleasure of
being part
of this
extraordinary
team!
Baruch
Sebastian
Pérez
Villanueva
I’ve learned
a lot of
things since
I started
working at
the FCB-UANL
lab. I'm
very
grateful for
this
opportunity,
because of
the
pandemics I
lost a lot
of chances
to learn
some skills
that would
help me to
become a
better
student and
a good
researcher
in the
future. But
thanks to
the work in
our project
I’ve had the
fortune to
learn from
the very
basics like
how to
properly use
a
micropipette
to more
complex
protocolos
like
transforming
bacteria,
extracting
DNA and
expressing
proteins.
What I am
more
grateful
about is
that I had
the chance
to work with
an excellent
team and
made very
good
friends.
Cynthia
Elizabeth
Valenzuela
Chapa
This year I
was lucky to
be able to
go to the
laboratory
on the
summer, and
it was
really one
of the best
experiences
of my life,
not only
because I
learned more
of lab
techniques
than in all
my career,
but because
I was able
to help a
little to
develop our
own research
project,
that besides
being able
to learn all
this with my
friends,
made this an
unforgettable
experience.
This summer
really
changed me,
because it
allowed me
to learn
many things
most of my
current
classmates
were unable
to learn yet
because of
the
pandemic, so
I am really
grateful for
that.
Finally,
this summer
experience
made me fall
in love with
lab
research, so
now I am
completely
sure this is
what I want
to do in the
future.
REFERENCES
(1)
Díaz,
P.,
Giaccardi,
E. &
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doi:10.1145/1978822.1978835
(2) Bado, N. (2019). Game-based learning pedagogy: a review of the literature. Interactive Learning Environments, 1–13. doi:10.1080/10494820.2019.1683587
(3) Vinholi-Júnior, A.J. & Gonçalves de Azevedo, L. (2020). Empirical and scientific knowledge in interface: dialogue of knowledge to environmental education. Revista Universidad y Sociedad, 12(5), 109-116.
(4) Singh, N. (2017). Enhancing the effectiveness of case study pedagogy by clubbing complementary teaching strategies for better students learning. Educational Methods Commons, CIRTL Reports, 8.
(5) Álvarez-Álvarez, C. (2014). Dialogue in the Classroom: The Ideal Method for Values Education in Multicultural Contexts. Procedia, social and behavioral sciences, 132, 336-342. doi:10.1016/j.sbspro.2014.04.319
(6) Huxham, M. (2005). Learning in lectures. Active Learning in Higher Education, 6(1), 17-31. doi:10.1177/1469787405049943
(7) Mesquida, P. & Melchior Inocêncio, K.C. (2016). Art and Education or Education through Art: Educating through Image. Creative Education, 07(09), 1214-1221. doi:10.4236/ce.2016.79127
(8) Shim, J.P., Shropshire, J., Park, S., Harris, H. & Campbell, N. (2007). Podcasting for e-learning, communication, and delivery. Industrial Management & Data Systems, 107(4), 587-600. doi:10.1108/02635570710740715
(9)Green, M.C. (2004). Storytelling in teaching. APS Observer, 17(4), 1-8.
(10) Emplit, P. (2020). Evidence-based approaches to learning and teaching. European University Association.
(11) Lesen, A. E., Rogan, A., & Blum, M. J. (2016). Science communication through art: objectives, challenges, and outcomes. Trends in Ecology & Evolution, 31(9), 657-660.
(12) Merten, S. (2011). Enhancing Science Education through Art. Science Scope, 35(2), 31-35.
(13) Martínez-Ortega, R.M., Tuya-Pendás, L.C., Martínez-Ortega, M., Pérez-Abreu, A. & Cánovas, A.M. (2009). EL Coeficiente De Correlacion De Los Rangos De Spearman Caracterizacion. Revista Habanera de Ciencias Médicas, 8(2).
(2) Bado, N. (2019). Game-based learning pedagogy: a review of the literature. Interactive Learning Environments, 1–13. doi:10.1080/10494820.2019.1683587
(3) Vinholi-Júnior, A.J. & Gonçalves de Azevedo, L. (2020). Empirical and scientific knowledge in interface: dialogue of knowledge to environmental education. Revista Universidad y Sociedad, 12(5), 109-116.
(4) Singh, N. (2017). Enhancing the effectiveness of case study pedagogy by clubbing complementary teaching strategies for better students learning. Educational Methods Commons, CIRTL Reports, 8.
(5) Álvarez-Álvarez, C. (2014). Dialogue in the Classroom: The Ideal Method for Values Education in Multicultural Contexts. Procedia, social and behavioral sciences, 132, 336-342. doi:10.1016/j.sbspro.2014.04.319
(6) Huxham, M. (2005). Learning in lectures. Active Learning in Higher Education, 6(1), 17-31. doi:10.1177/1469787405049943
(7) Mesquida, P. & Melchior Inocêncio, K.C. (2016). Art and Education or Education through Art: Educating through Image. Creative Education, 07(09), 1214-1221. doi:10.4236/ce.2016.79127
(8) Shim, J.P., Shropshire, J., Park, S., Harris, H. & Campbell, N. (2007). Podcasting for e-learning, communication, and delivery. Industrial Management & Data Systems, 107(4), 587-600. doi:10.1108/02635570710740715
(9)Green, M.C. (2004). Storytelling in teaching. APS Observer, 17(4), 1-8.
(10) Emplit, P. (2020). Evidence-based approaches to learning and teaching. European University Association.
(11) Lesen, A. E., Rogan, A., & Blum, M. J. (2016). Science communication through art: objectives, challenges, and outcomes. Trends in Ecology & Evolution, 31(9), 657-660.
(12) Merten, S. (2011). Enhancing Science Education through Art. Science Scope, 35(2), 31-35.
(13) Martínez-Ortega, R.M., Tuya-Pendás, L.C., Martínez-Ortega, M., Pérez-Abreu, A. & Cánovas, A.M. (2009). EL Coeficiente De Correlacion De Los Rangos De Spearman Caracterizacion. Revista Habanera de Ciencias Médicas, 8(2).
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