Bibliografías temáticas / Biochemistry – textbooks

Literatura académica sobre el tema "Biochemistry – textbooks"

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Publicado: 26 de julio de 2024
Última modificación: 27 de julio de 2024

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Artículos de revistas sobre el tema "Biochemistry – textbooks"

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Viana, Ricardo Borges, Susigreicy Pires de Morais, Rodrigo Luiz Vancini, Marília Santos Andrade, Gustavo De Conti Teixeira Costa, Beat Knechtle, Pantelis T. Nikolaidis y Claudio Andre Barbosa de Lira. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS". Revista Brasileira de Medicina do Esporte 28, n.º 4 (agosto de 2022): 352–57. http://dx.doi.org/10.1590/1517-8692202228042021_0406.

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ABSTRACT The content of high school textbooks related to physical activity and exercise is of utmost importance because physical activity and exercise are considered important tools in maintaining and improving health. Our objective was to analyze the presence and quality of exercise science content in high school biology textbooks approved by the National Textbook Plan. A guiding document was developed to enable the analysis of the textbooks. The topics investigated were: I) the extent of content related to exercise science; II) misconceptions about exercise science; III) health benefits attributed to exercise. The academic qualifications of the textbook authors were also analyzed. All analyzed textbooks (n = 9) featured some degree of exercise science content. In addition, ~67% of textbooks analyzed had at least one misconception regarding exercise science, the most common being related to biochemistry and muscle physiology. Also, 93.8% of the authors had undergraduate degrees in biological sciences; 43.8% had doctoral degrees. In conclusion, all high school biology textbooks presented content related to exercise science; however, most of them presented at least one misconception regarding exercise science. Thus, we suggest that the Brazilian National Textbook Plan should improve the criteria for analyzing biology textbooks. Level of Evidence III; Economic and decision analyses - Development of an economic or decision model.
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Vander Waal Mills, Kristyn E., Mark Gucinski y Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data". CBE—Life Sciences Education 18, n.º 3 (septiembre de 2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.

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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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Vella, F. "Biochemistry textbooks for effective learning". Biochemical Education 20, n.º 1 (enero de 1992): 17–19. http://dx.doi.org/10.1016/0307-4412(92)90006-8.

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Rocha, C. E. S., M. D. Büttenbender, E. L. G. Denardin y R. Roehrs. "BIOCHEMISTRY APPROACH IN BOOKS APPROVED BY THE NATIONAL BOOK TEACHING PROGRAM 2015". Revista de Ensino de Bioquímica 13 (24 de agosto de 2015): 32. http://dx.doi.org/10.16923/reb.v13i2.600.

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INTRODUCTION: Collections of textbooks are distributed every three years to basic education schools and represent a source of knowledge to students and a reference to the pedagogical work of teachers. Biochemistry is an area that studies the chemical processes occurring in living organisms, with their concepts present in both chemistry textbooks as in biology. It is necessary that the present approach in these books are interesting to students, to recognize the importance of understanding these processes. OBJECTIVES: To analyze as it has been crafted in biochemistry textbooks high school approved by PNLD 2015. MATERIALS AND METHODS: We investigated how the biochemical area-related content are described in the book "Bio - Volume 1", authored by Sonia Lopes and Sergio Rosso, and in the book "Chemistry - Volume 3" by Martha Reis with regard to clarity of concepts, context, illustrations and interdisciplinarity. RESULTS: Both books have chapters devoted especially to describe on this area, with plenty of catchy titles, but one in the first year and the other in the final year of high school. In biology textbook chapter called "The chemistry of life" brings in its approach clear and succinct concepts, contextualizes the issues on current information of figures and tables, features lots of illustrations that range from photographs to represent chemical structures and is mainly interdisciplinary in test questions. In chemistry textbook chapter "Introduction to Biochemistry" shows clear and detailed concepts, contextualizes with curiosities and everyday issues of students, has auxiliary illustrations in understanding and is interdisciplinary. CONCLUSIONS: We realize that there is a gap between the disciplines to work biochemistry during high school, but the form of presentation used for books is clear and present use of languages in the daily lives of students, making learning interesting and attractive.
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Padian, Kevin y Nicholas Matzke. "Darwin, Dover, ‘Intelligent Design’ and textbooks". Biochemical Journal 417, n.º 1 (12 de diciembre de 2008): 29–42. http://dx.doi.org/10.1042/bj20081534.

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ID (‘intelligent design’) is not science, but a form of creationism; both are very different from the simple theological proposition that a divine Creator is responsible for the natural patterns and processes of the Universe. Its current version maintains that a ‘Designer’ must intervene miraculously to accomplish certain natural scientific events. The verdict in the 2005 case Kitzmiller, et al. v. Dover School District, et al. (in Harrisburg, PA, U.S.A.) was a landmark of American jurisprudence that prohibited the teaching of ID as science, identified it as religiously based, and forbade long-refuted ‘criticisms of evolution’ from introduction into public school classes. Much of the science of the trial was based on biochemistry; biochemists and other scientists have several important opportunities to improve scientific literacy and science education in American public schools (‘state schools’) by working with teachers, curriculum developers and textbook writers.
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Widyaningrum, Diyah Ayu y Erfitra Rezqi Prasmala. "Pengembangan Buku Ajar Biokimiamodel Problem Based Learning Untuk Meningkatkan Minat Membaca dan Hasil Belajar Mahasiswa Program Studi Pendidikan Biologi IKIP Budi Utomo Malang". Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 22, n.º 2 (11 de septiembre de 2018): 130–32. http://dx.doi.org/10.33503/paradigma.v22i2.494.

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Based on observations and interviews with researchers lecturer of Biochemistry at the IKIP Budi Utomo Malang. The other problem is there are no print instructional materials that accommodate the needs of students. During learning less associate professor with the problems that exist around the student so that the existing textbooks are less able to encourage students to read. The consequences of the most visible problem is the low student results on the concepts learned in the course of Biochemistry. Based on observations, researcher proposes to compile Biochemistry teaching materials by using models Problem Based Learning (PBL). This research is the development of research. The development of this textbook refers Thiagarajan development model consisting of four stages. Based on the results of the research, the results of expert validation material for textbook Biochemistry shows the average percentage of 89,3 with the criteria very good. Media expert validation results of the textbook Biochemistry shows the average percentage of 78,7 with both criteria. Results of the validation practitioners to textbook Biochemistry lecturer shows the average percentage of 95 criteria very good. Legibility on student test results overall show that the textbook Biochemistry with a percentage of 95 indicates the criteria very good. Biochemistry textbook can increase interest in reading and learning outcomes of students on test readability.
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Rocha, C. E. S., M. D. Büttenbender y R. Roehrs. "THE PRESENCE OF BIOCHEMISTRY EXPERIMENTS IN TEXTBOOKS". Revista de Ensino de Bioquímica 13 (24 de agosto de 2015): 19. http://dx.doi.org/10.16923/reb.v13i2.587.

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INTRODUCTION: Being present in high school in chemistry and biology disciplines, biochemistry is to explain the chemical and biological reactions in cells. His concepts are seen as abstract and difficult to understand and can be contextualized through experimentation. Experimentation is used in the classroom to allow students to view the applicability of the contents through observation, creating hypotheses, discussion and conclusions. OBJECTIVES: The aim of this study was to evaluate the presence of experimentation in biochemistry content in high school books. MATERIALS AND METHODS: In this way, it was analyzed the presence of experimental activities in the textbooks approved by the National Textbook Plan 2015 "Biology 1", authored by César da Silva Junior, Sezar Sasson and Nelson Caldini Junior, and in the book " Chemistry - Volume 3 "by Martha Reis. RESULTS: At the end of the unit where the biochemical concepts are covered in the book "Biology 1" is presented an interdisciplinary project called "Enzymes - chemical tools of life" that proposes four experiments on catalase, pH and contact surface enzyme-substrate. They are easy activities to be implemented with affordable materials. Already at the Chemistry book, when addressing the biochemistry there is only one proposal for experimental activity called "Glycolic Extract of milk proteins". In this case, we need materials like food processor and enameled pots, which can hinder your performance in virtual classes, however, the experiment is easy to perform. Both books contain questions after the experimental proposals enhancing the questioning of the activities and understanding the contents addressed. CONCLUSIONS: The present experimental activities in the textbooks are mostly easy to apply and is not required sophisticated equipment of Sciences laboratories. It also allows the contextualization of theory and practice enhancing the process of teaching and learning with the proposals made.
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Jung, Hye-Yun, Jin-Ho Jung y Kyeong-Hwa Lee. "Analyzing Tasks in the Geometry Area of 7th Grade of Korean and US Textbooks from the Perspective of Mathematical". Korean School Mathematics Society 23, n.º 2 (30 de junio de 2020): 179–201. http://dx.doi.org/10.30807/ksms.2020.23.2.001.

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The purpose of this study is to analyze tasks reflected in Korean and US textbooks according to the mathematical modeling perspectives, and then to compare the diversity of learning opportunities given to students from both countries. For this, we analyzed mathematical modeling tasks of textbooks based on three aspects: mathematical modeling process, data, and expression. Results are as follows. First, with respect to modeling process, Korean textbook provides a high percentage of the task at all stages of modeling than US textbook. Second, with respect to data, both countries’ textbooks have the highest percentage of matching task. Korean textbooks have a large gap in data characteristics by textbook. Third, with respect to expression, both countries’ textbooks have the highest percentage of text and picture. Korean textbooks have a large gap in the type of expression than US textbooks, and some textbooks have no other expression except for text and picture. Fourth, tasks were analyzed by integrating the three features. The three features were not combined in various ways. It is necessary to diversify the integration of the three features.
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Evered, D. F. "Practical biochemistry textbooks from 1900 to 1950". Biochemical Education 16, n.º 3 (julio de 1988): 147–48. http://dx.doi.org/10.1016/0307-4412(88)90187-2.

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Nachrizanti, Shania Aurora y Nani Aprilia. "CONFORMITY ANALYSIS OF CELL TOPICS IN BIOLOGY TEXTBOOK FOR 11TH GRADERS WITH THE BASIC COMPETENCIES OF CURRICULUM 2013". Jurnal Penelitian Pendidikan IPA 7, n.º 2 (31 de diciembre de 2022): 81–87. http://dx.doi.org/10.26740/jppipa.v7n2.p81-87.

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Textbooks are prepared to help teachers convey material to students in class easily. The textbook must meet the needs of students in its presentation by considering the suitability of the content of the material with the basic competencies to be achieved. This study aims to determine the level of conformity between the cell topics in the biology textbook for class XI and the basic competencies of the curriculum 2013 in terms of the breadth and depth of the material. This research is a quantitative descriptive study by analyzing the biology textbook for class XI from Erlangga and Yudhistira. The data collection technique used is observation using the observation sheet. The data analysis used descriptive quantitative. At the data analysis stage, it was carried out by several reviewers consisting of researchers, colleagues, and high school teachers in a Focus Group Discussion (FGD). The results showed that the suitability of the topic of cell in terms of the breadth of the material in textbooks A and B obtained a percentage of 75%. While the suitability of the content in terms of the depth of the material, the results obtained are 95.83% in textbook A and 83.33% in textbook B. It is because textbook A only fulfills 23 of the total 24 scores. Meanwhile, textbook B only fulfills 20 of the total 24 scores. Based on the study results, it can be concluded that the level of material breadth in textbooks A and B have an appropriate category. On the other hand, the level of material depth in textbook A and textbook B has a very appropriate category.
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Tesis sobre el tema "Biochemistry – textbooks"

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Österlund, Lise-Lotte. "Redox models in chemistry : A depiction of the conceptions held by secondary school students of redox reactions". Doctoral thesis, Umeå universitet, Kemiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-35770.

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According to previous research, students show difficulties in learning redox reactions. By the historical development different redox models exist to explain redox reactions, the oxygen model, the hydrogen model, the electron model and the oxidation number model. This thesis reports about three studies concerning conceptions held by secondary school students of redox reactions. A textbook analysis is also included in the thesis. The first study was an investigation of the students’ use of redox models in inorganic contexts, their use of the activity series of metals, and the students’ ability to transfer redox knowledge. Then the students’ work with an open-ended biochemical task, where the students had access of the textbook was studied. The students talk about redox reactions, the questions raised by the students, what resources used to answer the questions and what kind of talk developed were investigated. A textbook analysis based on chemistry books from Sweden and one book from England was performed. The redox models used as well as the dealing with redox related learning difficulties was studied. Finally, the students’ conceptions about redox in inorganic, organic and biochemistry after completed chemistry courses were studied. The results show that the students were able to use the electron model as a tool to explain inorganic redox reactions and the mutuality of oxidation and reduction was fundamental. The activity series of metals became a tool for the prediction of reducing agent in some reactions. Most of the students rejected that oxygen is a prerequisite for a redox reaction. In the biochemical task the resource most used to answer the raised questions were the students’ consultation of the textbook – together or individually. Most questions resulted in short answers and the majority of these questions were answered. Questions concerning redox were analysed by the students and integrated into a chemical context but they could neither identify the substances oxidised or reduced nor couple the concepts to transfer of hydrogen atoms. The majority of these redox questions became unanswered. The textbook helped the students to structure a poster as well as to answer basic chemistry questions. For questions about organic and biochemical redox, the book was of no help. The textbook analysis showed that all historical redox models are used. Different models are used in inorganic, organic and biochemistry. The mutuality of oxidation and reduction is treated differently in subject areas. The textbooks did not help the reader linking the different redox models that were used. Few redox-related learning difficulties are addressed in the books. After completed chemistry courses the students had major problems to justify a redox reaction explained by transfer of hydrogen atoms both in the organic and biochemistry examples.
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Du, Plessis Lynn. "The presentation and interpretation of arrow symbolism in biology diagrams at secondary-level". Thesis, 2006. http://hdl.handle.net/10413/5530.

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The literature contains conflicting ideas about the effectiveness of diagrams, and their constituent symbolism as teaching and learning tools. In addition, only limited research has been specifically conducted on the presentation and interpretation of arrow symbolism used in biology diagrams, let alone on the nature, source and remediation of student difficulties caused by arrows. On the basis of this limited research and 30 years of experience of teaching biology at secondary-level, the author suspected that students might have difficulties interpreting arrow symbolism in diagrams used as explanatory tools and decided to thoroughly investigate this issue. The hypothesis, 'Secondary-level students have difficulty with the use of arrow symbolism in biology diagrams' was formulated and the following broad research questions defined to address the hypothesis: 1. How much of a problem is arrow symbolism in diagrams? 2. How effectively is arrow symbolism used in diagrams to promote the communication of intended ideas? 3. To what extent does the design of arrow symbolism in diagrams influence students ' interpretation and difficulties? 4. How can the emerging empirical data and ideas from literature be combined to illustrate the process of interpretation of arrow symbolism? 5. What measures can be suggested for improving the presentation and interpretation of arrow symbolism in biology diagrams at secondary-level? To address Research question 1, a content analysis of all arrow symbolism in seven popular secondary-level biology textbooks was undertaken. This revealed a wide diversity of arrow styles, spatial organisations, purposes and meanings that could be confusing to students. These results suggested the need for an evaluation of the effectiveness of arrow symbolism (Research question 2). As there was no definitive set of guidelines available for specifically evaluating arrows, general guidelines from the literature on diagrams were used to develop a set of 10 criteria, to evaluate the syntactic, semantic and pragmatic dimensions of arrow symbolism, which were validated by selected educators, students and a graphic design expert. Application of the criteria (which constituted expert opinion) to the arrow symbolism used in 614 realistic, stylised and abstract diagram types, revealed a relatively high incidence (30%) of inappropriately presented arrow designs that could mislead students. To establish whether this problem could be the cause of student difficulties, and to thereby address Research question 3, a stylised and an abstract diagram were selected and evaluated according to the criteria. The results of the evaluation were compared to the responses given by 174 students to a range of written and interview probes and student modified diagrams. In this way, student performance was correlated with expert opinion. The results confirmed that students experience a wide range of difficulties (26 categories) when interpreting arrow symbolism, with some (12 categories) being attributable to inappropriately presented arrow symbolism and others (14 categories) to student-related processing skills and strategies at both surface- and deeper-levels of reasoning. To address question 4, the emerging empirical data from the evaluation and student studies was combined with a wide range of literature, to inform the development of a 3-level, non-tiered model of the process of interpretation of arrow symbolism in diagrams. As this model emphasised the importance of both arrow presentation in diagrams and arrow interpretation by students, it could be used as an effective explanatory tool as well as a predictive tool to identify sources of difficulty with the use of arrow symbolism. This model was, in turn, used to inform the compilation of a range of guidelines for improving the presentation and interpretation of arrow symbolism, and so target Research question 5. These, and other guidelines grounded in the data and relevant literature, were suggested for all role players, including students, educators, textbook writers, graphic artists and researchers, to use as remedial tools. Future research should focus on the implementation of these guidelines and studying their effectiveness for improving the presentation and interpretation of diagrams with arrow and other types of symbolism.
Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Libros sobre el tema "Biochemistry – textbooks"

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M, Grisham Charles, ed. Biochemistry. 5a ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2013.

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Dwivedi, Surya Prakesh. Comprehensive biochemistry. Meerut [India]: Pragati Prakashan, 2009.

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1948-, Tymoczko John L. y Stryer Lubert, eds. Biochemistry. 7a ed. New York: W.H. Freeman, 2012.

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J, Topping Joseph, Woodrum Kim 1963- y Caret Robert L. 1947-, eds. General, organic, and biochemistry. New York, NY: McGraw-Hill Companies, 2014.

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1946-, McKee James R., ed. Biochemistry. Dubuque, IA: Wm. C. Brown, 1996.

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Amanullah, Mohd. Veterinary biochemistry & biotechnology. Lucknow: International Book Distributing Co., Pub. Division, 2009.

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Amanullah, Mohd. Veterinary biochemistry & biotechnology. Lucknow: International Book Distributing Co., Pub. Division, 2009.

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Denniston, K. J. General, organic, and biochemistry. 7a ed. New York, NY: McGraw Hill, 2011.

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Denniston, K. J. General, organic, and biochemistry. 7a ed. Dubuque, IA: McGraw-Hill, 2011.

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Henry, Brown William. Introduction to organic and biochemistry. 4a ed. Monterey, California: Brooks/Cole Pub. Co., 1987.

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Capítulos de libros sobre el tema "Biochemistry – textbooks"

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Linenberger Cortes, Kimberly, Chloe House, Rhodelle Lewis, Shreya Krishnan, Kimberly Kammerdiener, Morgan Tamayo y Thomas J. Bussey. "Quantifying the Types of Representations Used in Common Biochemistry Textbooks". En ACS Symposium Series, 3–20. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1337.ch001.

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Ciaccio, Marcello, Luisa Agnello y Anna Maria Ciaccio. "Liver: From Biochemistry to Clinical Biochemistry". En Clinical and Laboratory Medicine Textbook, 95–123. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24958-7_11.

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Malik, Darshan, Nandita Narayanasamy, V. A. Pratyusha, Jayita Thakur y Nimisha Sinha. "Introduction to Basic Biochemistry". En Textbook of Nutritional Biochemistry, 1–41. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-4150-4_1.

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Tonon, Caterina, Raffaele Lodi, Claudia Testa y Stefania Evangelisti. "In Vivo Clinical Biochemistry". En Clinical and Laboratory Medicine Textbook, 533–51. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24958-7_40.

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Lippi, Giuseppe y Nicola Maffulli. "Clinical Biochemistry of Exercise". En Clinical and Laboratory Medicine Textbook, 601–10. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24958-7_47.

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Pellegrini, Silvia y Pietro Pietrini. "Clinical Biochemistry of the Mind". En Clinical and Laboratory Medicine Textbook, 553–64. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24958-7_41.

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Helmreich, Ernst J. M. "Regulation of the immune response". En The Biochemistry of Cell Signalling, 250–66. Oxford University PressOxford, 2001. http://dx.doi.org/10.1093/oso/9780198508205.003.0014.

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Abstract The immune response is complex and has many facets. It is an essential cell-specific function, guaranteeing our survival. This chapter concentrates on a few topics centred around signalling in the immune system. The processing of the ligands, the antigens, and their presentation to antigen receptors will be discussed, focusing on cell (T-cell) mediated immune responses. Outstanding textbooks on immunology and cell biology are available, which the reader could consult.
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Hodgman, T. C. "Nucleic acid and protein sequence management". En Microcomputers in Biochemistry, 131–58. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780199632534.003.0004.

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Abstract Computers have been used to store, manipulate, and analyse biological sequences since the mid 1970s. Indeed, a major industry has grown up to provide this area with a wide variety of specialist software and hardware. Several textbooks have already been written on different aspects of sequence management (1-7), so this chapter offers guidelines for the novice on the types of software available and how their results should be interpreted. It would be impractical to catalogue all the programs available on the different machines, because the list is very large and subject to revision every month. Hence, this text emphasizes the more well known and widely used packages and programs. Microcomputer design and capability are advancing rapidly. While the standard machines of five years ago-in particular the IBM PC and Apple II-are still capable of general sequence management, they are now considered somewhat slow or restrictive, especially with regard to graphics. Their descendantsthe IBM PS/2 and Apple Macintosh-do a much better job, though while it is almost trivial to transfer software on to the PS/2 the same cannot be said of the Macintosh. The Macll, however, has the option of using the Unix operating system, for which a wide variety of software is available. At the other end of the range, technological development has enabled minicomputer systems to be miniaturized to a microcomputer scale.
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Stevens, Raymond C. y William N. Lipscomb. "Allosteric enzymes". En Molecular Structures in Biology, 222–59. Oxford University PressOxford, 1993. http://dx.doi.org/10.1093/oso/9780198547716.003.0008.

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Abstract 8.1 Allostery 8.1.1 Basic tenets of allosteric behaviour The term allosteric (Greek, alios = other, steros = solid or space) is an ill-defined term used to describe the behaviour of numerous proteins. Webster’s dictionary defines allosteric as ‘of or having to do with a protein or structure that is altered reversibly by a small molecule so that its original function is modified’. Biochemistry textbooks define allostery as the behaviour of those proteins which do not kinetically conform to the ‘classical’ Michaelis-Menten model.
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Chatterjea, MN y Rana Shinde. "Environmental Biochemistry". En Textbook of Medical Biochemistry, 780. Jaypee Brothers Medical Publishers (P) Ltd., 2012. http://dx.doi.org/10.5005/jp/books/11486_45.

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