Plastinated organs: resources for a STEM educational innovation proposal for Secondary Education
Supporting Agencies
- CARM a través de la Fundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia, proyecto de referencia 21673/PDC/21
Abstract
Plastinated organs are real anatomical parts obtained in a laboratory, imperishable, non-toxic, and can be used in any educational scenario. This paper presents a novel educational experience for the STEM field based on the use of plastinated organs of animal origin. An innovative educational proposal was designed for the 3rd year of ESO and was evaluated in four secondary schools during four weeks. The instructional design of the proposal was based on active methods with direct manipulation of the plastinated organs and a series of digital resources in the form of videos, materials for gamified activities, questionnaires and interactive educational resources. To evaluate the experience, a mixed method was used that included the collection of quantitative and qualitative data through questionnaires and focus groups with teachers and students. The results showed a high level of satisfaction among all the educational agents involved in the experience, both teachers and students. The main limitations pointed out were the lack of time, the lack of adaptation to the timetables and teaching programs of the centers, the experimentation with only one of the segments of the STEM field and the lack of homogeneity of the participating samples. In spite of all this, it can be concluded that the use of plastinated organs in secondary education offers ample possibilities for promoting the use of these organs in the STEM field, while guaranteeing high rates of teacher and student satisfaction.
Downloads
References
Aiche, M. (2011). Enseigner le projet d''architecture: Analyse des pratiques pédagogiques à la lumière des méthodes pédagogiques actives d''apprentissage. OmniScriptum.
Asinc Benites, E. y Alvarado Barzallo, S. (2019). Steam como enfoque interdisciplinario e inclusivo para desarrollar las potencialidades y competencias actuales. Identidad Bolivariana, 13(1), 1-12. http://bitly.ws/CDLV
Celis Cuervo, D. A. y González Reyes, R. A. (2021). Aporte de la metodología Steam en los procesos curriculares. Revista Boletín Redipe, 10(8), 279-302. https://doi.org/10.36260/rbr.v10i8.1405
Creswell, J. W. (2009). Research Design. Qualitative, Quantitative and Mixed Methods Approaches. s. (V. Knight, Ed.). SAGE Publication Inc. http://bitly.ws/xfiG
Comisión Europea. (2012). El desarrollo de las competencias clave en el contexto escolar en Europa: Desafíos y oportunidades para la política en la materia. Informe de Eurydice. Oficina de Publicaciones de la Unión Europea. http://bitly.ws/CDN4
Deci, E. L., Connell, J. P. & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74(4), 580–590. https://doi.org/10.1037/0021-9010.74.4.580
Díaz Loaísiga, J. J. y Guzmán Mercado, S. Y. (2019). Uso de los medios didácticos para el aprendizaje de las Ciencias Naturales [Trabajo investigativo de Seminario de graduación para optar al Título de Técnico Superior en Pedagogía con mención en Educación Primaria]. Universidad Nacional Autónoma de Nicaragua. https://bitly.ws/ZYLM
Dougherty, D. (2013). The maker mindset. In Desing, make, play. Routledge. https://doi.org/10.4324/9780203108352
Douglas, C. & Glover, R. (2003). Plastination: Preservation Technology Enhances Biology Teaching. The American Biology Teacher, 65(7), 503–510. https://doi.org/10.2307/4451549
Henry, R., von Hagens, G. & Seamans G. (2019) Cold temperature/Biodur®/S10/von Hagens'—Silicone plastination technique. Anat Histol Embryol, 48, 532–538. http://doi.org/10.1111/ahe.12472
Hernández, S. R., Fernández, C. C. y Baptista, L.P. (2014). Metodología de la investigación. McGraw-Hill. http://bitly.ws/wxLH
Jones, E. A., Jiménez, C. A., Ormeño, P. I. y Poblete, N. A. (2022). Metodologías activas para la enseñanza de programación a estudiantes de ingeniería civil informática. Formación universitaria, 15(3), 53-60. http://dx.doi.org/10.4067/S0718-50062022000300053
Keon, M. (2006). Carl D. Perkins career and technical education improvement act of 2006. Washington D.C: Government Publishing Office. http://bitly.ws/CDPV
Latorre, R., García-Sanz, M.P., Moreno, M., Hernández, F., Gil, F., López Albors, O., Ayala, M.D., Ramírez, G., Vázquez, JM., Arencibia, A. y Henry. R.H. (2007). How useful is plastination in learning anatomy? Journal Veterinary Medical Education, 34(2), 172-176 http://doi.org/10.3138/jvme.34.2.172
López Albors, O., Gil Cano, F. & Latorre Reviriego, R. (2021). Órganos plastinados como recurso de innovación docente en biología de educación secundaria. EDUCA. Revista Internacional Para La Calidad Educativa, 2(1), 86–99. http://bitly.ws/CD85
McMillan, J.H. y Schumacher, S. (2005). Investigación educativa. Pearson. http://bitly.ws/CDL8
Nguyen, V.H., Pham, P.T., Joo, K. & Jeter, C.B. (2019) Dental students’ and residents’ opinions and performance of anatomy learning via cadavers or plastinated specimens. Journal of Plastination, 31(1), 6-13. https://doi.org/10.56507/KMZL8564
Noguero, F. L. (2005). Metodología participativa en la enseñanza universitaria (Vol. 9). Narcea Ediciones.
Papert, S. (1987). Desafío a la mente: computadoras y Educación. Galápago.
Pitt, J. (2009). Blurring the boundaries STEM education and education for sustainable development. Design and technology education: an international journal, 14(1), 37-48. http://bitly.ws/CDQo
Reinking, A. & Martin, B. (2018). The gender gap in STEM fields: Theories, movements, and ideas to engage girls in STEM. Journal of New Approaches in Educational Research, 7(2), 148-153.https://doi.org/10.7821/naer.2018.7.271
Santillán Aguirre, J. P., Cadena Vaca, V. del C. y Cadena Vaca, M. (2019). Educación Steam: entrada a la sociedad del conocimiento. Ciencia Digital, 3(34), 212-227. https://doi.org/10.33262/cienciadigital.v3i3.4..847
Suárez-Ramos, J. C. (2017). Importancia del uso de recursos didácticos en el proceso de enseñanza y aprendizaje de las ciencias biológicas para la estimulación visual del estudiantado. Revista Electrónica Educare, 21(2), 1. https://doi.org/10.15359/ree.21-2.22
William, S. & Rae, G. (2019). Exciting New Orleans youth with plastinated anatomical specimens. Faseb Journal: Experimental Biology 2019 Meeting Abstracts, 33(1), 441.2-441.2. https://doi.org/10.1096/fasebj.2019.33.1_supplement.441.2
Yakman, G. (2008). STEAM education: An overview of creating a model of integrative education. [Conference]. En Pupils’ Attitudes Towards Technology (PATT-15). Salt Lake City, USA. https://bitly.ws/ZYIU
Copyright (c) 2023 Maria del Carmen Delgado Ruiz, Rocío Bernal Sánchez, Octavio López Albors, Rafael Latorre Reviriego
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
