Paola Gómez Buitrago*, Hendrys Tobar-Muñoz and Danny Arteaga*,
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Amino-structure: A Card Game for Amino Acids Learning in Biochemistry Classes
In response to the great challenge that the teaching of basic sciences currently entails in the new generations of young people and seeking to awaken the interest of our students in chemistry and its areas of influence, we developed an innovative card game named “Amino-structure” which served as a key tool to implement an active learning strategy in the study of the 20 amino acids in biochemistry classes. In this paper, we describe the results of this proposal, evaluated after the completion of three (3) phases: presentation of the game, implementation, and validation. 201 university students, from academic programs in science and engineering, participated in this fun activity, and through them, we evaluated the effectiveness of this pedagogical strategy which was carried out during their studies in the above-mentioned disciplines. The analysis of the results regarding parameters such as usability, playability, and satisfaction with the game showed a high degree of acceptance by most of the participants. In the final part of our study, through a quiz with two open-ended questions, we evaluated the learning objective. The analysis of the results, based on the responses of the participants, showed that 82.1% passed the knowledge test, which suggests that a high percentage of approval of the game as a pedagogical, guiding, and motivating tool was obtained.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.