Salud, Ciencia y Tecnología (Journal)
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Module of Environmental Science to Improve Environmental Worldview in Students of Higher Education
Get PDFIntroduction: A low environmental worldview contributes significantly to several environmental problems. It often leads to a lack of understanding and appreciation of the environment, which fosters negative behaviour towards environmental conservation and sustainability. Of course, efforts must be made to overcome these problems, one of which is through the education sector. This study aims to analyze the role of the module of environmental science in improving students\u27 environmental worldviews.
Methods: This research includes quasi-experimental designs with the type of nonrandomized control-group pretest-posttest design. The participants in this study were students of the biology education study program, with as many as four classes and a total of 78 students. The selected classes were equivalent classes obtained from the results of the equality test, and they were willing to become research participants. The New Ecological Paradigm (NEP) scale measured the environmental worldviews.
Results: The results showed that there was a significant difference in the use of teaching materials of environmental science on environmental worldview with a p-value of 0.000. E-module of environmental science based on PjBL and module of environmental science based on PjBL play an important role in facilitating an environmental worldview by integrating scientific content that can increase engagement through interactive learning.
Conclusions: By utilizing e-modules and modules, educators can educate an environmentally conscious generation ready to tackle today’s pressing environmental issues. Applying an environmental worldview is essential to understanding and promoting pro-environmental behaviour. Enhancing the environmental worldview through education can foster more positive environmental behaviour, which is essential for effective environmental management
The Effectiveness of Augmented Reality-Assisted E-Module in Improving Students Digital Literacy in High School Biology Learning
Get PDFThis study aims to determine the effectiveness of augmented reality (AR)-assisted e-modules to improve digital literacy for students in high school Biology learning. This study uses a quantitative method with a Quasi Experimental non-equivalent control group design . The respondents in this study were high school students in Aceh Province, Indonesia, as many as 96 students consisting of 49 students in the control group and 47 students in the treatment group. Data collection uses a digital literacy questionnaire with the Likert Scale through pre-test and post-test activities. Improving students\u27 digital literacy using N Gain criteria. The data normality test uses the Kolmogorov-Smirnov Test. Data homogeneity test uses the Levene Test. If the data has been distributed normally and homogeneously, then the ANCOVA test continues. Data analysis uses SPSS version 24.0. The test results are used as the basis for making hypothesis decisions. The results showed that the corrected average score of digital literacy in the control class (68.465) was lower than the average score of digital literacy in the treatment class (78.877). Based on ANCOVA analysis, students\u27 digital literacy obtained a significant score of 0.000 or a p value of <0.05, so it can be said that there is a difference in students\u27 digital literacy in the control and treatment classes. This means that learning through AR-assisted e-modules using the PBL model has a better influence on students\u27 digital literacy than PBL alone. Further research can be carried out by implementing AR-assisted e-modules at each school level to determine students\u27 critical thinking skills, creativity, and learning outcomes
Theoretical references in the role of the teacher in tutorial action activities in medical training
Get PDFIntroduction: Tutoring has been a fundamental pedagogical tool since ancient times, used by thinkers such as Aristotle and Socrates. In higher education, especially in medical training, mentoring plays a crucial role in the comprehensive training of students. In Ecuador, where the medical degree is present in most universities, tutoring is vital for the development of professional and scientific skills. This article reviews the role of the teacher in tutorial activities and its impact on medical training. Objective: The objective of this review is to analyze the theoretical references that underlie the role of the teacher in tutorial activities in medical training. It seeks to identify the strengths and challenges of current tutorial practices and propose guiding principles to improve the effectiveness of tutoring in medical education. Methodology: A bibliographic review was carried out using indexed databases such as Scopus and Web of Science. Logical, practical, inductive, deductive, analytical and synthetic methods were used. The selected articles were reviewed and synthesized to address the objective of the study, focusing on the pedagogical competencies of the tutor and their role in the educational process. Main Results: The study revealed that tutoring is an essential component in medical training, with a positive impact on the academic performance and comprehensive development of students. However, deficiencies were identified in the implementation of tutoring programs, highlighting the need for continuous training and updating of tutors in pedagogical and didactic methodologies. Conclusions: Tutoring is essential in medical training, but its effectiveness depends on the preparation and constant updating of teachers. An integrative and creative mentoring model that addresses the specific needs of medical students is necessary. Mentoring strategies and programs must continue to evolve to overcome current deficiencies and improve the training of future health professionals
Academic tutoring and its relationship with meaningful learning in medical school: Systematic Review
Get PDFIntroduction: the relationship between academic tutoring and meaningful learning in medical education was explored, highlighting the importance of integrating theoretical and practical knowledge in the training of competent professionals. Methods: A systematic review of 763 articles on academic tutoring in medical education was conducted, focusing on studies that measured the relationship of tutoring with meaningful learning. After applying inclusion criteria, 23 studies were selected for detailed qualitative analysis. Results: The findings highlighted that academic tutoring promotes meaningful learning by providing personalized guidance, improving students\u27 cognitive and clinical skills. In addition, lower dropout rates and greater satisfaction were observed among students who participated in tutoring programs. Discussion: academic tutoring represents a key tool in medical education, allowing learning to be personalized and developing more reflective and prepared professionals. This approach is particularly relevant in Ecuador, where the demand for health education is high. Conclusions: academic tutoring promotes meaningful learning, improving academic performance and student retention in medical education. The implementation of mentoring programs can be an effective strategy for medical training institutions, contributing to better
Phonological awareness and reading skills: a correlational study from pedagogical practice
Get PDFPhonological awareness has been widely recognized as a key skill in learning to read and write, particularly during the early years of formal education. This study aimed to analyze the relationship between phonological awareness and the development of reading and writing skills students from a public educational institution in Ecuador. A quantitative, correlational, and cross-sectional approach was used, with a sample of 160 students. Standardized instruments were applied to assess phonological awareness, reading comprehension, reading fluency, and written production. Additional information was collected regarding students’ frequency of out-of-school reading. Statistical analyses included Pearson correlations, one-way ANOVA, and Student’s t-test. The findings revealed significant positive correlations between phonological awareness and reading comprehension (r = 0.46), as well as written production (r = 0.41), confirming the influence of this metalinguistic skill on academic performance. However, reading frequency outside school did not show statistically significant differences in phonological awareness levels among the groups compared (p > 0.05). These results suggest that reading alone, without explicit pedagogical guidance, may not be sufficient to foster phonological development. It was concluded that systematic and planned instruction in phonological awareness must be an integral part of early literacy programs. Additionally, enhancing teacher training in phonological strategies and promoting family reading practices with guided support are recommended. This research provides relevant empirical evidence for the design of sustainable interventions in Latin American school contexts and contributes to the ongoing discussion on educational quality and effective literacy learning
Development of a risk model for bcr-free prognosis in prostate cancer patients linked to nucleotide metabolism
Get PDFIntroduction: Prostate cancer is a prevalent malignancy among elderly men, with bioinformatics playing a crucial role in advancing diagnosis and treatment paradigms. Recent studies have highlighted the significance of nucleotide metabolism (NM) in Prostate cancer development and progression, linking it to aggressive cancer phenotypes characterized by uncontrolled proliferation and metastasis. Understanding NM-related genes (NMRGs) could provide insights into Prostate cancer pathogenesis and therapeutic targets.Methods: This paper analyzed TCGA-PRAD and GSE70769 datasets to identify critical modules associated with NMRGs using weighted gene co-expression network analysis (WGCNA). Differentially expressed genes (DEGs) between Prostate cancer and control samples were extracted from the TCGA-PRAD dataset, with overlaps identified as NM-related DEGs (DE-NMRGs). A biochemical recurrence (BCR)-free risk model was constructed from 396 Prostate cancer samples, and patients were classified into high- and low-risk groups based on median risk scores. A nomogram model integrating key prognostic factors was developed to predict BCR rates.Results: This paper identified 5 prognostic genes: RGS11, KAT2A, MXD3, TARBP1, and WFIKKN. The low-risk group exhibited significantly higher BCR-free survival rates, ESTIMATE scores, and immunophenoscore (IPS) scores compared to the high-risk group. Additionally, potential therapeutic agents, including KU-55933 and Wee1 inhibitors, were proposed. Conclusions: The identified prognostic genes present promising targets for Prostate cancer diagnosis and treatment, emphasizing their importance in predicting biochemical recurrence and tailoring personalized therapeutic strategies for patients.
Assessment of Intertidal Macroinvertebrate Communities in Pandanan, Sultan Naga Dimaporo, Lanao del Norte
Get PDFBiodiversity, or biological diversity, encompasses the variety of life across all levels of biological organization and serves as a key indicator of ecosystem health. In the context of increasing environmental pressures, evaluating biodiversity is essential for understanding the status and sustainability of natural resources. This study investigated the abundance and diversity of macroinvertebrates in the intertidal zone of Pandanan, Sultan Naga Dimaporo, Lanao del Norte. Findings revealed that cone shells (Conus spp.) were the most dominant species, with 646 individuals accounting for 31% of the total recorded organisms. The ark shell (Arca antiquata Linne) and frog shell (Bursina nobilis) followed, with populations of 495 (23.78%) and 215 (10.36%), respectively. Environmental parameters—salinity, pH, humidity, temperature, and total dissolved solids (TDS)—were found to be within tolerable ranges, supporting favorable conditions for marine life. Diversity indices indicated that station 2 exhibited the highest species richness among the sampled sites. These results highlight the ecological value of the intertidal zone and underscore the need for targeted conservation and management efforts. Additionally, it is recommended that contributory river systems be assessed, as upstream pollution may influence water quality and threaten coastal biodiversity
Cognitive-Based Learning of Morals for Social Tolerance Character in Elementary School Students: A Systematic Literature Review
Get PDFThis study presents a Systematic Literature Review (SLR) aimed at analyzing the measurable contributions of cognitive-based learning to the development of social tolerance character in elementary school students. In response to increasing incidents of social intolerance among youth, this review synthesizes empirical findings from both national and international studies that explore the intersection of cognitive learning strategies, moral development, and inclusive education. Guided by the PICO framework—Population (elementary students), Intervention (cognitive-based learning), Comparison (conventional methods), and Outcome (improved social tolerance)—this study identifies effective instructional models such as moral dilemma discussions, perspective-taking exercises, and inclusive classroom practices. These strategies have been shown to significantly improve empathy, respect for diversity, and conflict resolution skills among young learners. Furthermore, the review utilizes bibliometric analysis via VOSviewer to map prevailing research themes, strengthening the evidence base and highlighting knowledge gaps. Implementation challenges such as limited teacher training, insufficient policy support, and lack of resources are also addressed. The article concludes with strategic recommendations for integrating cognitive-based learning into character education curricula, emphasizing cross-sector collaboration among educators, policymakers, and families. The novelty of this study lies in its methodological integration of thematic and bibliometric analysis, and in offering a practical framework for enhancing moral and social competence through structured cognitive learning in diverse educational settings
Conceptual Model of Biology Learning with Citizen Science Project: Learning Syntax Developed from a Systematic Literature Review
Get PDFIntroduction: Citizen Science Projects (CSP) have emerged as a powerful approach in scientific research, involving the community in data collection and problem-solving. This study examines the application of CSP in biology education, focusing on how CSP can be integrated into learning processes to enhance scientific literacy, community collaboration, and the application of biological concepts.Methods: A systematic literature review (SLR) was conducted to analyze 33 research articles related to CSP in biology education. The review aimed to define CSP-based biology learning and identify the conceptual model of CSP syntax in the educational context. The data was gathered from peer-reviewed articles published between 2014 and 2024, primarily sourced from the Scopus database.Results: The review identified key definitions of CSP, emphasizing community collaboration, the application of biological concepts, and the development of 21st-century skills as the core components of CSP-based biology learning. A conceptual model for CSP syntax in biology education was developed, consisting of five key stages: concept mapping, project design, presenting, execution, and gallery walk. These stages were found to support both student learning and community engagement.Conclusions: CSP-based biology learning fosters collaboration between students and the community, enhances the application of biological concepts, and equips students with vital 21st-century skills. The study concludes that CSP offers significant potential for improving biology education by integrating real-world problems into the learning process, thereby advancing scientific literacy and contributing to societal development
Integrating Values Education in Science Teaching: Teachers’ Perceptions and Practices
Get PDFIntroduction:This study examines how secondary science teachers perceive and implement values education in science instruction, recognizing its importance in fostering students’ ethical awareness and holistic development.Methods:A mixed-methods design was used, involving 15 purposively selected teachers from three locations in Mindanao, Philippines. Quantitative data were gathered through Likert-scale questionnaires, while qualitative insights were obtained via in-depth interviews. Descriptive statistics and thematic analysis were employed.Results:Teachers expressed highly positive perceptions of integrating values in science, emphasizing its role in promoting critical thinking, social responsibility, and ethical behavior. Common practices included contextualizing lessons through real-life experiences, fostering safe classroom environments, and encouraging authentic dialogue. Reported student outcomes included improved self-discipline and environmental awareness. Challenges such as limited instructional time, difficulty aligning values with technical content, and varying student engagement were noted. Teachers addressed these through time management, contextualized teaching, and peer collaboration.Conclusion:Integrating values education in science fosters holistic learning and responsible citizenship. The study recommends targeted professional development and institutional support to strengthen values integration in science curricula