Analysis and methodological approach to addressing the "myth of sodium/potassium pump" when teaching the nerve impulse
Resumen:
This article presents a proposal put forward in a professional development course for graduates and advanced undergraduates of the Biology teacher training course. The course dealt with a frequent problem when teaching Biophysics contents about the molecular mechanism of a nerve action potential in tertiary education. The proposal was based in the Sustainable Cognitive Model of Conscientious Learning (SCMCL). As a starting point, incorrect subordinate concepts were identified that explain inaccurately the responsibility of the sodium and potassium pump in the repolarization of the action potential; as a consequence, strategies and activities were proposed. This allowed them to gain support concepts and new links, with results that were highly satisfac
| 2016 | |
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Formación de docentes biofísica Aprendizaje significativo Enseñanza de la biofísica |
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| Inglés | |
| ANEP. Consejo de Formación en Educación | |
| RIdAA-CFE | |
| http://repositorio.cfe.edu.uy/handle/123456789/420 | |
| Acceso abierto | |
| cc by 4.0 |
| Sumario: | This article presents a proposal put forward in a professional development course for graduates and advanced undergraduates of the Biology teacher training course. The course dealt with a frequent problem when teaching Biophysics contents about the molecular mechanism of a nerve action potential in tertiary education. The proposal was based in the Sustainable Cognitive Model of Conscientious Learning (SCMCL). As a starting point, incorrect subordinate concepts were identified that explain inaccurately the responsibility of the sodium and potassium pump in the repolarization of the action potential; as a consequence, strategies and activities were proposed. This allowed them to gain support concepts and new links, with results that were highly satisfac |
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