ABSTRACT

The digestive system is a fundamental topic in biological science teaching. Despite its importance, the level of students’ knowledge on the topic appears to differ from recommended levels at several educational grades. Their knowledge also seems to be resistant to change; therefore, this discrepancy may be viewed as an epistemological obstacle to teaching scientifically updated concepts related to the digestive system. Didactic-pedagogical resources are important tools for overcoming such difficulties. The present study was intended to analyse the use of a practical activity as a possible didactic resource to help (re)construct concepts regarding human digestive physiology and to amplify the conceptual profile of undergraduate students. Data collection was performed using questionnaires and semi-structured interviews to assess students’ knowledge of the digestive system before and after participating in the practical activity. Qualitative data analysis revealed that previous knowledge was partially aligned with that described in the literature, suggesting a possible epistemological obstacle to teaching and learning scientific concepts. Participation in the activity not only contributed to better understanding of general aspects of the digestive system but also appeared to help overcome possible epistemological obstacles, including the role of the intestine.

摘要

消化系统是生物科学教学的基础课题。尽管它很重要，但学生对该主题的知识水平似乎与几个教育年级的推荐水平不同。他们的知识似乎也抗拒改变。因此，这种差异可能被视为教授与消化系统相关的科学更新概念的认识论障碍。教学资源是克服这些困难的重要工具。本研究旨在分析将实践活动用作可能的教学资源，以帮助（重新）构建有关人类消化生理学的概念并扩大本科生的概念轮廓。使用问卷和半结构化访谈进行数据收集，以评估学生在参与实践活动之前和之后对消化系统的了解。定性数据分析表明，以前的知识与文献中描述的知识部分一致，这表明教授和学习科学概念可能存在认识论障碍。参与活动不仅有助于更好地了解消化系统的一般方面，而且似乎有助于克服可能的认识论障碍，包括肠道的作用。暗示了教授和学习科学概念可能存在的认识论障碍。参与活动不仅有助于更好地了解消化系统的一般方面，而且似乎有助于克服可能的认识论障碍，包括肠道的作用。暗示了教授和学习科学概念可能存在的认识论障碍。参与活动不仅有助于更好地了解消化系统的一般方面，而且似乎有助于克服可能的认识论障碍，包括肠道的作用。