A Short Term Program of Science Education Based on the Participation of High School Students on the Activities in a Brazilian International Meeting on Experimental Biology (ITS).
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| Title: | A Short Term Program of Science Education Based on the Participation of High School Students on the Activities in a Brazilian International Meeting on Experimental Biology (ITS). |
|---|---|
| Language: | English |
| Authors: | Aguiar de Oliveira, Gabriel, Torres, Renata Angelo, Thompson Da Poian, Andrea, Luz, Mauricio Roberto M. P. |
| Source: | Journal of Biological Education. Win 2001 36(1):16-20. |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2001 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Biology, Conferences, Foreign Countries, Higher Education, Learning Strategies, Science Activities, Science and Society, Science Instruction, Scientific Literacy, Scientific Research, Scientists, Secondary Education |
| Geographic Terms: | Brazil |
| ISSN: | 0021-9266 |
| Abstract: | Evaluates the participation of high school students in the activities of an international conference on experimental biology. Students develop criteria to overcome difficulties with vocabulary and content and acquire updated scientific information. (Author/DDR) |
| Entry Date: | 2002 |
| Accession Number: | EJ641969 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHWBIwUud57IksQpiy16gefAAAA4TCB3gYJKoZIhvcNAQcGoIHQMIHNAgEAMIHHBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDSUN2Vyokm5DAiskQIBEICBmR7n-Ol5pWLPri5UqsF59g_VJ-ClbQY0Ht3mgsiaSsfRFP4lxnT2qnkPrd96QVvLxkPAX4LWj1XBfMJYIpBbuV4iFu-3iFYPQF6tlH9ep14cfpbgcS66eK1P2F35dKnZzxODSIb9S3Z6edRGuUTXxDqfwY7NPBhLGaBXycD1vh9wBiTikA6Ux0_8B8Or3dV-5OOW6REC1sDXcA== Text: Availability: 1 Value: <anid>AN0005780938;jbi01dec.01;2003Apr11.12:51;v1.9</anid> <jsection id="AN0005780938-1"> Case Study</jsection> <title id="AN0005780938-2">A short term programme of science education based on the participation of high school students in a Brazilian international conference on experimental biology </title> <p>A novel programme in science education based on the participation of high school students in the activities of an international conference on experimental biology is reported. The data were collected by means of questionnaires answered by the students during and after the meeting. The results show that students autonomously develop efficient criteria for choosing which activities to attend. Such criteria are based mainly on the students' interest in the subject and on a previous evaluation of the understanding of the title of the activity. This freedom of choice seems to help the students to overcome difficulties with the vocabulary and content of activities. Results obtained from questionnaires answered eight months after the conference showed that students did acquire updated scientific information. It is our belief that scientific meetings may represent an important, but underestimated, opportunity for science education.</p> <p>Key words: Science education, Evaluation.</p> <hd id="AN0005780938-3"> Introduction </hd> <p>In recent decades, science education has included a great variety of programmes and activities besides regular science teaching. Many of these programmes aim to increase scientific literacy among students. As a consequence of the great diversity in the objectives, as well as the complexity of the concepts of scientific literacy itself (reviewed in Hurd, 1998), the programmes in science education are developed using a great variety of models. Frequently, the programmes involve undergraduate and graduate students (Doyle, 1999) or senior researchers (Munn et al., 1999) in activities that aim to improve and complement regular science teaching. Other programmes involve research institutions that make available updated scientific information to schools, teachers, and students through direct contact (Druger, 1989) or by using computer networks (Bohemer and Waugh, 1997). There are also numerous web pages devoted to science education. Many of these initiatives aim to help students to overcome misconceptions about science and scientists, since it has been shown that such conceptions involve gender, age, and socially biased visions of scientists (Farenga and Joyce, 1999; Whitehead, 1999; de Meis et al., 1993).</p> <p>In Brazil, the Colégio de Aplicação (CAp), a public school attached to the Universidade Federal do Rio de Janeiro (UFRJ) has been developing, since 1997, a pioneering initiative in science education. In the 'Youth and Science in the Future' Programme (YSF), high school students participate in one of the most important Brazilian meetings on biomedical sciences, the Annual Conference of the Federation of the Societies of Experimental Biology (FeSBE). FeSBE conferences are organised by six Brazilian scientific societies covering neuroscience. pharmacology, physiology, biophysics, immunology, and clinical investigation. The FeSBE conferences last four days and are held in Caxambu which is close to three of the biggest cities in Brazil (Rio de Janeiro, São Paulo, and Belo Horizonte). During the conference, paper presentations occur throughout the day, and poster sessions in the evening. Three-day sessions given by researchers (ordinary FeSBE courses) are also available for undergraduate students with daily classes of one hour each.</p> <p>In 1998 and 1999, at the FeSBE conference, the activities available to the YSF participants were divided into specific and ordinary activities. Specific activities consisted of a three-day course and up to three paper presentations, attended only by high school students and presented by active, Brazilian, senior researchers. Specific activities were considered obligatory and, therefore, all of the high school students attended. The ordinary activities consisted of regular paper presentations, courses, and posters sessions. Such activities were considered optional and students were allowed to choose the activities they wanted to attend.</p> <p>In the present work, the characteristics of this programme and the impact of student participation on their scientific knowledge are discussed.</p> <hd id="AN0005780938-4"> Methods </hd> <hd id="AN0005780938-5"> Selection of students to join the YSF </hd> <p>Applications to enrol in the YSF were encouraged from students in the first two years of high school (ages ranging from 14 to 17 years old) without any excluding criterion. In principle, all students from these years were considered eligible for joining the YSF. All applications were voluntary. Whenever the number of applications exceeded the number of places available, priority was given to students participating in research programmes in fields related to experimental biology. Such research programmes are based on students' participation in the work of active research groups at the university. Students enrolled in these research programmes had been previously selected on the basis of their academic performance and specific interest in science. After the students who fulfilled these conditions were selected, the remaining places were filled on the basis of academic performance in biology and disciplines related to experimental biology, such as physics and chemistry. Twenty-five students joined each of the YSF groups in 1998 and 1999.</p> <p>YSF staff were composed of biology teachers with PhD or MSc degrees and graduate biology students.</p> <hd id="AN0005780938-6"> Student support </hd> <p>A number of meetings with the selected group of students occurred prior to their participation in the conference. Students were informed about the general organisation of the conference (timetables, calendar, etc) as well as about the kind of ordinary (round tables, paper presentations, and poster sessions) and obligatory (specific courses) activities available. A day before the meeting, each student received a copy of the 'Annals of the FeSBE conference' containing the timetable, titles and authors of each activity, as well as the abstracts from all paper presentations and posters. The YSF staff explained to the students how to use the annals (index and schedules). After these initial briefings the YSF staff no longer interfered in the students' choice of ordinary nonobligatory activities, except when advice was expressly requested.</p> <hd id="AN0005780938-7"> Evaluating student participation </hd> <p>At the first day of the meeting students received follow-up questionnaires in which they were invited to identify each activity that they attended by writing down the first words of the title and/or the code number assigned to the activity by the organisers. During and/or after their participation in the activities, the students filled out questionnaires in which they determined if they considered the subjects and the vocabulary used in the activity as 'understandable', 'difficult but understandable', or 'non-understandable'. This was done privately and without any interference from the YSF staff. Similarly, students also described the different activities as 'very interesting', 'interesting', or 'of little interest'. The students indicated on the questionnaires whether or not they had questioned the presenters of the posters. The students were also free to write down their own comments about the activities. The YSF staff collected completed questionnaires at the end of each day.</p> <p>Two weeks after the FeSBE conference students were invited to informal gatherings where they could ask and/or answer questions concerning the evaluation of the FeSBE conference. These meetings were often recorded on tape, with students' consent. The gatherings were 'open conversations' among all students and staff from the YSF programme and were designed to allow the students to discuss their experiences of the FeSBE conference. The students were under no pressure to present formal reports, in an attempt to record the spontaneity of their answers. Some of the results obtained from the follow-up questionnaires were shown to the students, who were invited to discuss them and to propose their own explanations for the findings.</p> <p>Data collected both from the questionnaires and meetings were used to study the criteria adopted by the students to choose which activities to attend.</p> <hd id="AN0005780938-8"> Determination of possible difficulties in understanding poster titles </hd> <p>Two poster titles were analysed: one poster was randomly selected from those attended by the students and another from a similar number of randomly chosen non-attended posters. The total number of words (substantives, adjectives, and adverbs only) was determined for each title. Two or three biology teachers independently determined which words they considered to be unknown or non-understandable for high school students. The counting was done without prior knowledge of which poster was attended by the students. An average of at least two independent counts was then used as the estimated number of difficult words in each poster title.</p> <p>The percentage of difficult words in titles of both attended and non-attended posters from a given area was calculated.</p> <hd id="AN0005780938-9"> Students' acquisition of information </hd> <p>Follow-up questionnaires were used to determine the total number of each kind of activities (paper presentations, courses, and posters) that were attended by each student.</p> <p>Eight months after the FeSBE conferences, students were invited to answer questionnaires concerning their participation. They were asked to identify the titles and/or the main subjects of the activities attended by them. The questionnaires were answered individually, without consulting colleagues, members of the YSF staff, or any material source. Students were expected to write down a brief abstract of what they supposed they had learned during each activity. These results shall be referred to as 'Spontaneous Answers' (SPA). The students were then allowed to read the titles or the three first lines of the abstracts of activities that they had attended but had not spontaneously remembered doing so. Students then wrote down a brief description of what they had learnt during each of these activities. Two biology teachers (members of the YSF staff) who had also attended the FeSBE conference evaluated whether or not the students' description of what they alleged they had learned was compatible with the information found in the abstract of the activity. The answers of the students, after reading either the title or the first lines of the abstracts, will be referred to as Stimulated Answers' (STA). Students were scored as having remembered a given activity on SPA or STA only if they presented written information that concurred with the data found in the abstract of that activity. The same procedure was adopted for paper presentations, posters sessions, ordinary FeSBE courses, and specific courses.</p> <p>The percentages of SPA and STA relating to each activity were calculated.</p> <hd id="AN0005780938-10"> Results </hd> <hd id="AN0005780938-11"> Profile of YSF participants </hd> <p>Most of the YSF participants were full-time students and belonged to families where both parents were university graduates (90% of the fathers and 85% of the mothers). The proportion of female students among YSF participants always exceeded the proportion eligible for the program (see Figure 1). This profile is in agreement with previous studies, which show that female students prefer careers in Humanities and Biomedical fields (Farenga and Joyce, 1999). In Brazil, such a preference is leading to the establishment of equal numbers of male and female students and researchers in biomedical careers in public universities (de Meis et al., 1993).</p> <hd id="AN0005780938-12"> Evaluation of students' participation in the different activities </hd> <p>We have attempted to analyse the possible influence of the main subject, the complexity of the title, and the vocabulary used by the presenters on students' comprehension of and interest in the attended activities.</p> <hd id="AN0005780938-13"> Specific courses </hd> <p>The students considered both the contents and the vocabulary of specific courses (SC) as understandable (Figure 2). These high levels of comprehension were not surprising, since SC were designed specifically for high school students and the main subjects were related to matters that were familiar to the students. During the post-conference gatherings students frequently mentioned the fact 'that we (the students) were constantly stimulated to both ask and answer questions, which was helpful to understand the contents of the specific courses'. It is also possible that the absence of researchers and older students in the specific courses fostered students' disposition to ask questions (see below). It is likely that the comprehensiveness of the vocabulary used by the presenters of SC may have contributed to a better understanding of the contents, and consequently enhanced students interest in these activities. The fact that 21% of the students (Figure 3) considered specific courses as activities of 'little interest' could be due to the fact that these were obligatory activities and thus were attended even if the main subject was not of interest. Nevertheless, the finding that specific courses were generally considered 'understandable' and 'interesting' is quite important, since it indicates that researchers are succeeding in making updated scientific information available to high school students.</p> <hd id="AN0005780938-14"> Posters </hd> <p>Students attended four to five posters in each session (with minor variations among them). Surprisingly, both the contents and the vocabulary (Figure 2) of the posters were considered mostly as 'understandable'. According to the follow-up questionnaires, the students asked questions to the presenters in about 62% of the posters attended (mean result for 1998 and 1999). Although we have no quantitative evaluation of the questions asked during other activities, the students did not ask questions in any of the paper presentations or courses attended by members of the YSF staff. Asking questions to presenters may represent an important strategy used by the students to attain a better understanding of the activity. The organisation of the poster sessions seemed to encourage students to ask questions, as can be inferred from some of their own explanations during post-conference gatherings. For example, 'the presenters were more accessible in posters sections (than in paper presentations)' and 'we (the students) felt more comfortable to ask questions, since there were no older students or researchers present at the same time as us'. Post-conference gatherings were also helpful in understanding why the vocabulary of the poster sessions was also considered mainly as 'understandable'. Students explained that 'we could identify ourselves as high school students to the presenter, who then used a more accessible vocabulary'. The suitability of the vocabulary used by the presenters as well as the questions asked by the students are believed to have been key factors in enhancing student comprehension. Since a great number of posters were presented in a short period of time, questionnaires did not ask about student interest.</p> <p>Poster sessions were divided in to 30 different sectors, according to the posters' subjects and about 2000 posters were available in the FeSBE conferences in both 1998 and 1999. Figure 4 shows the main areas visited by students during poster sessions.</p> <p>During post-conference gatherings the students were invited to explain the reasons for their preference for Neuroscience and Behaviour. The comprehensiveness of the poster titles was a common reason given, i.e. 'the titles contained less specific vocabulary and were easier to understand' and 'the posters dealt with subjects closer to our daily experiences, especially those concerning behaviour'. In order to verify if such information could be confirmed, the percentage of difficult words found in the titles of the posters that the students did or did not attend during the conference was estimated (Table 1). These results seem to indicate that students' choice of the posters to be attended within a determined area was strongly influenced by the comprehensiveness of the title. However, in 1999, a similar percentage of difficult words were obtained when we compared the most attended area (Neuroscience and Behaviour) with a poorly attended area (Natural Products). This suggests that the students' interest determined which area to attend, and the comprehensiveness of the title determined which posters to attend within that area.</p> <hd id="AN0005780938-15"> Paper presentations </hd> <p>Figure 2 shows that paper presentations were considered the most difficult activities to understand by the students. Despite these difficulties, 72% of the students considered paper presentations as 'interesting' activities (Figure 3). This apparent contradiction was shown to the students in the post-meeting gatherings. The most frequent explanation given by the students for this contradiction was 'we could choose those paper presentations that dealt with subjects of our own interest'. Many students also pointed out that 'we understood mainly the introduction and the conclusions, but the methods were hard to follow'. It is likely, therefore, that a partial understanding of the paper presentations was sufficient to attract students' interest. However, the fact that not a single student rated a paper presentation as 'very interesting' may be a consequence of their difficulties with the contents and vocabulary of these activities.</p> <hd id="AN0005780938-16"> Ordinary FeSBE courses </hd> <p>It is not surprising that FeSBE courses were considered 'understandable' by high school students (Figure 2), since these were aimed at undergraduate students and therefore researchers were expected to use a more accessible vocabulary. Among the factors that may have played a role in enhancing students' comprehension of and interest (Figure 3) in the ordinary FeSBE courses is the fact that these activities resembled the school classes that the students were used to amending. In addition, ordinary FeSBE courses were non-obligatory and therefore students attended only those of interest.</p> <hd id="AN0005780938-17"> Acquisition of updated scientific information </hd> <p>Students spontaneously recalled 90% of the ordinary FeSBE courses attended, and 100% of these activities were referred to after stimulation (Table 2). Specific courses had a similar structure to that of the FeSBE courses, but were less well remembered. Although there were no differences in the comprehensiveness of the vocabulary and the contents of these two activities, students' interest for the ordinary FeSBE courses was greater than their interest for the specific courses (Figure 3). This indicates that students' interest plays a major role in determining their ability to learn during the activities and may be as important as the suitability of the vocabulary.</p> <p>Unexpectedly, a high proportion of students recalled information on the paper presentations. It is possible that the students' interest for these activities may have counterbalanced their difficulties with vocabulary and contents and lead to a greater acquisition of knowledge. However, there is no conclusive explanation for the large number of paper presentations recalled.</p> <p>Finally, posters were the activities least spontaneously recalled by the students (Table 2). Such results seemed to be in contrast with the idea that students' interest enhances their ability to acquire information. However, a much higher proportion of the posters were remembered after stimulation (Table 2). A large number of posters were attended during a relatively short period of time compared to the time dedicated to each of the other activities. In addition, the total proportion of recalled posters is not very different from other activities of longer duration such as the paper presentations. It is reasonable then that students do not spontaneously remember the majority of the posters, even though they had mostly considered them 'understandable'.</p> <hd id="AN0005780938-18"> Discussion </hd> <p>The results presented indicate that the YSF programme represents an efficient initiative in science education. Students developed their own criteria for choosing which activities to attend, based on their interest in the subject as well as on their evaluation of the potential comprehensiveness of the contents of each activity. Such comprehensiveness is inferred by the students mainly from the complexity of the vocabulary in the title of each activity. The use of such criteria seems to help students to overcome difficulties with both vocabulary and subject complexity during the activities. Finally, the data do show that students effectively learn during the activities, as eight months after the meeting they clearly recalled the contents of most of the attended activities. Reading the title and/or the first lines of an abstract prompted the students to present consistent information about a large number of activities, suggesting that the information acquired during the FeSBE conference is likely to be available in the future.</p> <p>Our results suggest that initiatives similar to the YSF programme should be encouraged. It is our belief that societal meetings may represent an important, but underestimated, opportunity for increasing scientific literacy among high school students.</p> <hd id="AN0005780938-19"> Acknowledgements </hd> <p>The authors are indebted to the board of directors of the Colégio de Aplicação, to Celina M S Costa and Cynthia Beltrão. The help from the people at the UW-Madison School of Education's Center for Instructional Materials and Computing (<ulink href="http://cimc.education.wiwc.edu">http://cimc.education.wiwc.edu</ulink>) is also acknowledged. The authors are also thankful to Dr M Lucia Bianconi for critically reviewing the manuscript. This work was supported by the Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro (FAPERJ) and by the Universidade Federal do Rio de Janeiro.</p> <hd id="AN0005780938-20">Table 1 Vocabulary complexity of titles from attended and non-attended posters.</hd> <ct id="AN0005780938-21"> Legend for Chart: A - Area of knowledge B - Year C - Attended n D - Attended DW E - Attended TW F - Attended %DW G - Non-attended n H - Non-attended DW I - Non-attended TW J - Non-attended %DW A B C D E F G H I J Neurobiology 1998 35 68 299 22.7 38 117 336 34.8 1999 34 42 270 15.6 39 87 265 32.8 Inflammation 1999 10 18 81 22.2 16 47 130 36.2 Natural Products 1999 4 6 37 16.2 12 30 89 33.7 n -- number poster titles analysed; DW -- total number of words considered as difficult in all titles; TW -- total number of words found in titles; %DW -- percentage of the total words considered as difficult in titles..</ct> <hd id="AN0005780938-22">Table 2 Students' acquisition of scientific information eight months after participating of the YSF program, as deduced from Spontaneous (SPA) and Stimulated Answers (STA). Results obtained from the analysis of 25 interviews and questionnaires.</hd> <ct id="AN0005780938-23"> Legend for Chart: A - Activity B - SPA (%) C - STA (%) D - Total (%) A B C D Poster session 13 32 45 Specific courses 40 17 57 Paper presentations 33 33 66 FeSBE courses 90 10 100</ct> <p>GRAPH: Figure 1 Gender distribution among eligible students and participants of the YSF programme in 1998 and 1999.</p> <p>GRAPH: Figure 2 Comprehension by YSF participants of the vocabulary and the contents of the different activities available. Results are the average of 40 questionnaires answered by the students in 1998 (n = 20) and 1999 (n = 20). Differences in results from the two editions of the YSF never exceeded 10%.</p> <p>GRAPH: Figure 3 Interest of YSF participants in the different activities available at the FeSBE conferences. Results were obtained from the analysis of a pool of 40 questionnaires answered by the students in 1998 and 1999.</p> <p>GRAPH: Figure 4 Percentages of posters from different areas available at FeSBE conferences compared to the percentage of posters of each area attended by YSF participants. Results obtained from the analysis of questionnaires answered by the students in 1998 (n=20) or in 1999 (n=20).</p> <ref id="AN0005780938-24"> <title> References </title> <blist> <bibl id="bib1" type="bt"></bibl> <bibtext>Bohemer R F and Waugh M L (1997) Developing a distributor learning community: undergraduate education majors use the internet to engage in early teaching experiences in Biology. Journal of Computing in Teaching Education, 13, 7-15.</bibtext> </blist> <blist> <bibl id="bib2" type="bt"></bibl> <bibtext>de Meis L, Machado R C P, Lustosa P, Soares V R, Caldeira M T, and Fonseca L (1993) The stereotyped image of the scientist among students of different countries: evoking the alchemist? Biochemical Education, 21, 75-81.</bibtext> </blist> <blist> <bibl id="bib3" type="bt"></bibl> <bibtext>Doyle H J (1999) UCSF partnership to enrich science teaching for sixth graders in San Francisco's schools. Academic Medicine, 74, 329-331.</bibtext> </blist> <blist> <bibl id="bib4" type="bt"></bibl> <bibtext>Druger M (1989) Building co-operative high school-university programmes. Journal of Science Teacher Education, 1, 14-16.</bibtext> </blist> <blist> <bibl id="bib5" type="bt"></bibl> <bibtext>Farenga S J and Joyce B A (1999) Intentions of young students to enroll in science courses in the future: an examination of gender differences. Science Education, 83, 55-75.</bibtext> </blist> <blist> <bibl id="bib6" type="bt"></bibl> <bibtext>Hurd P D (1998) Scientific Literacy: New minds for a changing world. Science Education, 82, 407-416.</bibtext> </blist> <blist> <bibl id="bib7" type="bt"></bibl> <bibtext>Munn M, Skinner P O, Corm L, Horsma H G, and Gregory P (1999) The Involvement of Genome Researchers in High School Science Education. Academic Medicine, 9, 597-607.</bibtext> </blist> <blist> <bibl id="bib8" type="bt"></bibl> <bibtext>Whitehead J M (1999) Sex stereotypes, gender identity and subject choice at A-level. Educational Research, 38, 147-160.</bibtext> </blist> </ref> <aug> <p>By Gabriel Aguiar de Oliveira, Setor Curricular de Biologia, Colegio de Aplicacao, and Departamento de Bioquimica Medica, Instituto de Ciencias Biomedicas, Centro de Ciencias da Saude; Renata Angelo Torres, Setor Curricular de Biologia, Colegio de Aplicacao; Andrea Thompson Da Poian, Departamento de Bioquimica Medica, Instituto de Ciencias Biomedicas, Centro de Ciencias da Saude and Mauricio Roberto M. P. Luz, Setor Curricular de Biologia, Colegio de Aplicacao, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil</p> <p></p> <p>Gabriel Aguiar de Oliveira, Renata Angelo Torres, and Mauricio Roberto M P Luz (corresponding author) work in the Setor Curricular de Biologia, Colegio de Aplicacao, Universidade Federal do Rio de Janeiro, Rua Batista da Costa, 55, Lagoa, Rio de Janeiro, Brazil, 22470-130. Tel. + 55 21 2946597; Fax. + 55 21 5115338; Email: mauluz@cap.ufrj.br</p> <p>Gabriel Aguiar de Oliveira also works with Andrea Thompson Da Poian in the Departamento de Bioquimica Medica, Instituto de Ciencias Biomedicas, Centro de Ciencias da Saude, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil.</p> </aug> |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 16 Subjects: – SubjectFull: Biology Type: general – SubjectFull: Conferences Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Learning Strategies Type: general – SubjectFull: Science Activities Type: general – SubjectFull: Science and Society Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Scientific Literacy Type: general – SubjectFull: Scientific Research Type: general – SubjectFull: Scientists Type: general – SubjectFull: Secondary Education Type: general – SubjectFull: Brazil Type: general Titles: – TitleFull: A Short Term Program of Science Education Based on the Participation of High School Students on the Activities in a Brazilian International Meeting on Experimental Biology (ITS). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Aguiar de Oliveira, Gabriel – PersonEntity: Name: NameFull: Torres, Renata Angelo – PersonEntity: Name: NameFull: Thompson Da Poian, Andrea – PersonEntity: Name: NameFull: Luz, Mauricio Roberto M. P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2001 Identifiers: – Type: issn-print Value: 0021-9266 Numbering: – Type: volume Value: 36 – Type: issue Value: 1 Titles: – TitleFull: Journal of Biological Education Type: main |
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