Comics as a tool for teaching biotechnology in primary schools

Comics As A Tool For Teaching Biotechnology In Primary Schools-Free PDF

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Rota G and Izquierdo J, biotechnology to the teaching mainly at the school primary Considering that the regulatory issues related to biosafety. level high regulatory costs increased public concerns and lack. of knowledge regarding the potential benefits and risks of. In Europe for example the topic Biotechnology have biotechnology have confined research products to the. been integrated into the school curricula in several laboratory in spite of research institutes eagerness to get. countries and besides that it has been developed the EIBE new products to the farmer and establish evidence of. European Initiative for Biotechnology Education project biotechnology s potential impacts on food security among. aiming to inform the public and the school students in countries in the LAC region public perception and. particular on biotechnology Harms 2002 Only when education information on appropriated biotechnologies is a. the relevance of the science is highlighted and the high ranked priority REDBIO has had a number of on. biotechnology is part of the education programs of a going regional projects including Research And. community it can be perceived as a tool something Development biosecurity IPRs public perception and. incorporated in everybody s life education international framework data banks labs and. protocols infoREDBIO perciREDBIO and distance,THE REDBIO FAO NETWORK A LONG RUN learning. INITIATIVE IN BIOTECHNOLOGY CO OPERATION,THE PERCI REDBIO PROJECT AN INITIATIVE IN. REDBIO FAO is a technical horizontal network sponsored BIOTECHNOLOGY EDUCATION FOR LATIN. by FAO since 1991 that carries out multiple co operation AMERICAN COUNTRIES. activities in matters related to plant biotechnology There. are 643 REDBIO s laboratories members in 32 countries of Based on the success of the REDBIO Network FAO is. the Latin America and the Caribbean LAC with 2349 supporting a further institutional development the REDBIO. research and academic graduates and 1542 postgraduates Foundation Among the priorities of the Foundation are the. Its members have shared the task to accomplish REDBIO s need to improve information and the public s perception of. objectives in considering biotechnology as a key issue for agricultural biotechnology as well to foment the education. the sustainable use of regional genetic resources promoting from people to different levels in relation to the. the safe and responsible application of biotechnology biotechnology Aiming to reach this objective it has been. specially in fragile environments and in countries with low designed the Perci REDBIO project in order to promote. incomes enhancing the regional development of new public awareness and education on agribiotechnology. strategic technologies such as molecular genomics and through the development and dissemination of public. encouraging the applications whenever feasible of perception modules A first working module course was. advanced biotechnologies in crop integrated management aimed to promote education on agribiotechnology in. and sustainable production systems The REDBIO s primary and secondary education providing programs and. guiding principle is to integrate the vision of biotechnology didactic materials introducing professors and students to the. as a tool for sustainable development within proper scientific basis of molecular biology and recombinant. biosecurity mechanism and Intellectual Property Rights DNA. IPR framework able to regulate and promote the access to. biotechnology to be focused on the impact of abiotic and THE COURSE AGRIBIOTECHNOLOGY IN THE. biotic stresses which has resulted in low agricultural SCHOOL. productivity Considering that the LAC countries status in. biotechnology and biosafety is at variable degree of The Course Agribiotechnology in the School comprises. development that the region has conducted 20 of the materials designed to educate students of the primary level. world s transgenic field trials on 24 different food crops ages 12 to 14 in plant biotechnology The course was. with effective biosafety regulatory frameworks mainly at designed under the framework of the REDBIO Network. Argentina Brazil Cuba and Mexico and the vast range of and the REDBIO International Foundation by a group of. governmental institutions involved at the regulation of professors and presented in a first stage to 30 primary. biotechnology there is an stressing need to harmonize focus schools of Rio Grande do Sul State Brazil to an. and role to provide technical assistance approximate number of 3000 students It was translated to. Spanish to be presented to the Ministries of Education of. In LAC the public sector is largely responsible for 80 Argentina Chile Peru and Uruguay in order to be. Research And Development investment in biotechnology implemented in the region. Within this context REDBIO FAO have identified that. there is a need to assist in i developing public perception The project focus was to design a course keeping in mind. education on biology and biotechnology in general ii that education can be considered as the construction of the. harmonization of biosecurity frameworks with stakeholders knowledge in constant mutation a sum of a academic. with diverse environment and iii facilitating access to knowledge information b cultural knowledge the. proprietary technologies combining the intellectual property knowledge that puts the academic information in a context. issues that have thus far proven manageable for most and c knowledge for simulation fiction Biasoli 1999. Comics as a tool for teaching biotechnology in primary schools. Based on these premises the present day information on not rigid and static it is dynamic Therefore teaching it by. biotechnology was contextualized within a fiction the use of dynamic tools seems to be a very reasonable way. storyboard as part of the course design The fiction very. close to the imaginary juvenile thinking is considered as a In the course Agribiotechnology in the School the visual. metaphorical form of knowing the world stimulating the narrative served as an instrument of pedagogic mediation. understanding of concepts the creation and the so that the students became not only critical appreciators of. imagination the reading but also agents and builders of knowledge The. use of the comics besides sending to situations of the. As in any science education program the information student s daily life and of the social life makes possible the. presented as something rigid without innovations become reflection on the proposed theme the confrontation of. a bale However if this information is diluted in the ideas the search for solutions and alternatives and the. adventure in the humor it is received with excitement and autonomy in the learning As didactic instrument the. the learning process doesn t have barriers or restrictions comics besides working with different situations proposed. Considering that for the design of the course by the narrative and with different images composed of. Agribiotechnology in the School it was chosen the comics characters can involve the student in other areas of. words and illustrations combined as pedagogic tool knowledge. COMICS AS A PEDAGOGIC TOOL CONTENTS OF THE COURSE, Comics are pictorial images and graphics juxtaposed in a The course Agribiotechnology in the School presents a. deliberate sequence destined to transmit information and or didactic unconventional material visually attractive. to produce an answer in the reader They have more than containing information on plant biotechnology and setting. 100 years of existence and were always used with success the study of the plant biology in a real and current context. as an instrument of dissemination of ideas and of public It consists of a comic divided in five chapters and a guide. utility in several types of campaigns The comics have the for the teacher The Teachers Guide explains the project its. particularity of combining two very rich forms of cultural objectives the reasons why it was chosen comics as a. expression the literature and the plastic arts what makes pedagogic tool and all the theoretical content developed in. them a very effective pedagogic tool When completely the story Besides presenting in a more detailed way the. explored words and illustrations have an enormous power concepts shown in the comics with explanatory drawings. to tell stories and to transmit messages MacCloud 1993 additional information is supplied such as curiosities and. some historical data to enrich the work in classroom One. When we used comics as a way to present scientific of the objectives of the guide is to facilitate the teachers. information we are showing and teaching scientific work in a way they don t need to look for additional. concepts through the channel of the adventure The materials In the same way in the end of the guide are. information that usually would be rigid becomes agile presented some suggestions of fixation and evaluation. through illustrations and events that are familiar to the activities. imaginary of the children fantastical trips difficulties. imposed to the heroes In the comics the basic concepts of the agribiotechnology. were inserted in an adventure Journey to the Center of the. One of the most interesting characteristics of the comics is Leaf The children are introduced to the concepts of. the fact that the readers can deduce the meaning of the biotechnology DNA recombinant technology genetic. history even if they have not yet read it directly Images are improvement and domestication of plants gene and gene. received information Nobody needs formal education to expression among others as well to the understanding of. understand the message It is almost instantaneous In basic principles of genetic engineering and genetically. addition another characteristic very peculiar to the comics modified plants Questions regarding how and why. is the fact that the space between the pictures is where the genetically modified plants were developed and the. reader imagination captures two different images and importance of the risk management and biosafety are. transforms them in a single idea The conclusion allows to included. connect the moments and to conclude mentally a, continuous and unified reality Each action registered in the The main characters of the comics are a scientist Gen sio.
paper by the designer is aided and supported for a silent a girl Nina and a dog Nilo Figure 1 As Nilo is a lazy. accomplice the reader The readers participate they use the student that is not doing well in Sciences Nina his friend. imagination to fill out the spaces among the pictures introduces him to Gen sio in order the scientist helps him. becoming this way active participants of the history to understand what are genes DNA genetically modified. MacCloud 1993 And the participation is a powerful plants among other subjects related to agribiotechnology. Gen sio takes them in a spaceship to a journey to the center. force in any mean of communication mainly when the. of a plant leaf but the spaceship falls down and they don t. target are children that have a lively imagination and are. know how to get out of the leaf cell While the readers. not interested in rigid and static concepts Biotechnology is. Rota G and Izquierdo J, Figure 1 Gen sio Nina and Nilo the characters of the adventure Journey to the Center of the Leaf in the course. Agribiotechnology in the School, accompany the adventure they can learn several fiction makes part of the world of the children they. agribiotechnology concepts assimilated easily and even almost playing the concepts. The adventure is divided in five chapters In the first one of agribiotechnology presented in the comics showing. the students get in contact with the biotechnology great curiosity on the topic asking many questions and. being motivated to look for more information in magazines. becoming aware that the traditional biotechnology was. already used by the man thousands of years ago in newspapers internet and other means. processes such as the fermentation and the breeding of. The use of science fiction contextualized and identified. plants In the second chapter the students review the. strengthened the understanding and construction of the. concepts of DNA genes RNA among others and can, scientific contents with a ludic and playful vision The. understand how the genetic language works and what are. genetic modifications In the third chapter it s shown the children showed a perfect understanding of the proposed. need for a more productive and sustainable agriculture theme and an appropriate discernment to separate the. using less pesticides as well the way the genetically scientific reality of the science fiction The science fiction. modified plants can help to solve some of the problems worked as an incentive It was the insertion of the dream. faced by the farmers The students can understand too how the ludic and the pleasure of reading and learning. the biotechnology can complement the traditional plant. breeding The fourth chapter shows the necessary steps to In spite of the topic biotechnology of plants not being yet. be followed in order to develop a genetically modified part of the schools program of primary level in Rio Grande. plant and the techniques more used for doing that And do Sul Brazil the teachers have been proactive and willing. finally in the fifth chapter the readers can know which to use the course material because they considered v. Rota G and Izquierdo J 86 biotechnology to the teaching mainly at the school primary level In Europe for example the topic Biotechnology have

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