Browsing by Autor "Giovanna Danies"

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Biodesign and plant sciences: Evolving STEAM pedagogies in higher education
(Cambridge University Press, 2025) Giovanna Danies; Carolina Obregón; Carolina Obregón; Andrés Burbano
This perspective paper examines biodesign pedagogy in higher education, focusing on the integration of plant sciences with design and technology. We propose a dual framework for teaching biodesign: nature-driven and socially driven approaches. The nature-driven approach draws inspiration from biological strategies or biotechnologies to address environmental and societal challenges, while the socially driven approach begins with identifying societal problems and exploring biological solutions. Drawing on seven years of teaching experience, we highlight student-led projects that illustrate each approach, including eco-friendly textiles derived from plant fibres and genetically engineered crops designed for sustainable urban agriculture. Our findings underscore the potential of biodesign to bridge STEM and creative disciplines, fostering interdisciplinary collaboration, enhancing scientific literacy and equipping students to tackle complex real-world challenges.
Changing a Generation’s Way of Thinking: Teaching Computational Thinking Through Programming
(SAGE Publishing, 2017) Francisco Buitrago Flórez; Rubby Casallas; Marcela Hernández; Alejandro Reyes; Silvia Restrepo; Giovanna Danies
Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior. This way of thinking has important implications in computer sciences as well as in almost every other field. Therefore, we contend that CT should be taught in elementary schools and included in every university’s educational curriculum. Several studies that measure the impact of teaching programming, analytical thinking, and CT have been conducted. In this review, we analyze and discuss findings from these studies and highlight the importance of learning programming with a focus on the development of CT skills at a young age. We also describe the tools that are available to improve the teaching of CT and provide a state-of-the-art overview of how programming is being taught at schools and universities in Colombia and around the world.
Designing a Socio-Cultural Approachfor Teaching and Learning Computational Thinking
(Universitetsforlaget, 2020) Francisco Buitrago-Flórez; Giovanna Danies; Javier F. Tabima; Silvia Restrepo; Carola Hernández Hernández
In recent years, Computational Thinking (CT) has been claimed to be a powerful way for competencies and skill development for students at any stage. Programming has been the main tool for CT development; nevertheless, several issues associated with learning and teaching programming exist and have been widely described. In this study, we designed and tested in a qualitative way a set of active pedagogical strategies to implement an alternative way to immerse university students in the learning process of CT development. Such strategies were designed and analyzed under the socio-cultural vision of learning, in which individuals interact in communities to build significant knowledge. Results showed that our curriculum design engaged students in the active use of five key skills related to CT, which could be used as the base ground for further programming learning and high-level CT skills development. Additionally, data indicates that students were involved in reflective processes of learning, as well as in the development of key competencies such as teamwork, communication skills and creativity. Theoretical characteristics of the socio-cultural vision of education are subsequentially used to explain and discussed the scope and limitations of the implementation described herein.
EDUCACIÓN STEM EN EDUCACIÓN BÁSICA: ESTUDIO DE CASO EN DOS PAÍSES, COLOMBIA Y REPÚBLICA DOMINICANA
(2015) Ismael Mauricio Duque Escobar; Izaskun Uzcanga Meabe; Margarita Gómez Sarmiento; Jorge Celis; Giovanna Danies; Michaël Canu
Los programas STEM (Science, Technology, Engineering and Mathematics) han venido creciendo con el fin de promover una mejor educacion para todos en estas areas consideradas fundamentales en el desarrollo de capacidad para la innovacion y la competitividad en los paises, asi como para formar ciudadanos que puedan participar con responsabilidad en una democracia. En Colombia el programa STEM de pequenos cientificos aparece desde el ano 2000. En 2011 comienza un trabajo hermano en la Republica Dominicana con quien se ha venido fortaleciendo un equipo interinstitucional orientado a promover una mejora de la educacion basica en STEM. En el trabajo se presenta la estrategia de trabajo, el rol que han jugado actores academicos, empresariales y de gobierno. Igualmente se ilustran algunos de los aprendizajes logrados. El hecho de haber desarrollado el trabajo en dos paises, en red con mas de 10 paises en los que se realiza este tipo de actividad, permite esbozar estrategias y buenas practicas a considerar.
Evaluation of small ncRNAs as a possible epigenetic mechanism mediating the transition from biotrophy to necrotrophy in the life cycle of Phytophthora infestans
(2019) Juliana González‐Tobón; Alejandra Rodríguez-Jaramillo; Laura Milena Forero; Laura Natalia González-García; Giovanna Danies; Silvia Restrepo
<title>Abstract</title> Background: Phytophthora infestans, the causal agent of late blight disease of potato and tomato, is responsible for billions of dollars in losses worldwide each year. This plant pathogen is a hemibiotroph, meaning that in the early stages of infection, it feeds on living host tissue, and later in the infection cycle, it kills the host. Even though the transcription dynamics of this transition are well characterized, information on the role of small noncoding RNAs (ncRNAs) during this process is still being obtained. Furthermore, a methodological pipeline useful for searching and analyzing small ncRNAs in this pathogen is needed. Results: Using the proposed pipeline, a set of 146 small ncRNAs were found to be significantly differentially expressed among the analyzed samples. From these, 100 small ncRNAs were successfully annotated to specific genes, some of them encoding effector proteins produced by the pathogen during its life cycle. Other molecular regulatory processes, mainly mediated by enzymes and transporters, were also identified. Conclusions: The pipeline presented here is an easy-to-use, comprehensive and efficient option for analyzing small ncRNA profiles of P. infestans small RNA-seq data sets. Additionally, the results presented here may further contribute to elucidating the specific molecular and epigenetic mechanisms controlling the life cycle of P. infestans.
Evaluation of small ncRNAs as a possible epigenetic mechanism mediating the transition from biotrophy to necrotrophy in the life cycle of Phytophthora infestans
(Research Square (United States), 2019) Juliana González‐Tobón; Alejandra Rodríguez-Jaramillo; Laura Milena Forero; Laura Natalia González-García; Giovanna Danies; Silvia Restrepo
Abstract Background Phytophthora infestans, the causal agent of late blight disease of potato and tomato, is responsible for billions of dollars in losses worldwide each year. This plant pathogen is a hemibiotroph, meaning that in the early stages of infection, it feeds on living host tissue, and later in the infection cycle, it kills the host. Even though the transcription dynamics of this transition are well characterized, information on the role of small noncoding RNAs (ncRNAs) during this process is still being obtained. Furthermore, a methodological pipeline useful for searching and analyzing small ncRNAs in this pathogen is needed. Results Using the proposed pipeline, a set of 146 small ncRNAs were found to be significantly differentially expressed among the analyzed samples. From these, 100 small ncRNAs were successfully annotated to specific genes, some of them encoding effector proteins produced by the pathogen during its life cycle. Other molecular regulatory processes, mainly mediated by enzymes and transporters, were also identified. Conclusions The pipeline presented here is an easy-to-use, comprehensive and efficient option for analyzing small ncRNA profiles of P. infestans small RNA-seq data sets. Additionally, the results presented here may further contribute to elucidating the specific molecular and epigenetic mechanisms controlling the life cycle of P. infestans.
How do we grow a Biodesigner?
(Cambridge University Press, 2024) Veena Vijayakumar; Christina Cogdell; Isa Correa; Martyn Dade‐Robertson; Giovanna Danies; Sam Edens; Laura Forlano; J. N. George; Daniel Grushkin; Nathan Holbert
Biodesign is a relatively new interdisciplinary field, which has grown rapidly over the last decade (as evidenced for example by the growth in student teams entering the Biodesign Challenge from 9 in 2016 to 52 in 2024).
Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university
(Routledge, 2021) Pablo Antonio Archila; Giovanna Danies; Anne‐Marie Truscott de Mejía; Silvia Restrepo
Recent studies show that English as the medium of instruction seems impractical and ineffective in countries where English is the second or foreign language. The situation becomes even more complicated because of students’ resistance to an English-only format. In response to this, universities around the world also offer first language-English bilingual courses. Although bilingual courses are a legitimate opportunity to achieve internationalization, very little is known about bilingual teaching practices (BTPs) and the instructors’ espoused beliefs about this type of practice. In this cross-sectional study, the twenty-eight-item questionnaire created by Archila and Truscott de Mejía (2020a) was adapted to explore the practices and espoused beliefs of three hundred eleven instructors from twelve schools at a Colombian university. Findings indicate that instructors used to include some BTPs in their courses. Nonetheless, there was evidence that they needed more preparation and support for the creation, implementation, and assessment of this type of practice. Most importantly, our results support the claim that bi/multilingual higher education policies should respond to the nature of each discipline. Relevant policy implications are discussed in light of the call of some authors to move towards university first language-English bilingual courses.
Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University
(Taylor & Francis, 2024) Pablo Antonio Archila; Giovanna Danies; Federico Calderón; Isabella Coronado; Anne‐Marie Truscott de Mejía; Silvia Restrepo
Recent studies in higher education suggest that teaching academic content using English as the Medium of Instruction (EMI) seems impractical and ineffective in countries where English is the second or foreign language. Additionally, students' resistance to an English-only format remains problematic. University first language-English bilingual courses are a legitimate possibility to promote the internationalization of higher education in countries where English is the second or foreign language. However, little is known about students' perceptions of Bilingual Teaching Practices (BTPs) in university courses and the Bilingual Study Techniques (BSTs) they use to deal with this type of practice. In this cross-sectional study, the 30-item questionnaire was adapted to explore the students' (N = 1,615) perceptions and BSTs in a Colombian university. The results reveal that 50.8% of the respondents preferred the use of both Spanish and English in their university courses. "Discipline-specific vocabulary" was the most recurrent difficulty that students had in their bilingual courses. Moreover, we found that participants overused "online translator" as BST. Furthermore, the results show that participants had positive perceptions towards the use of English in educational and professional settings. Implications for bilingual education policy and practice are discussed.
Students attending monolingual, bilingual, or trilingual schools at secondary level: does it influence their academic performance in a university bilingual Biology module?
(Routledge, 2021) Pablo Antonio Archila; Giovanna Danies; Anne‐Marie Truscott de Mejía; Silvia Restrepo; Jorge Molina
In many higher education institutions in countries where English is the second or foreign language; English for Academic Purposes (EAP), English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), and first language-English bilingual modules are attracting interest because of their potential to contribute to the internationalization of higher education. However, it is still not very clear whether students' monolingual, bilingual, or trilingual abilities really influence their academic performance in these modules. This study aims to determine if there is a relationship between participants' academic performance and their type of school attended at secondary level (monolingual, bilingual, trilingual) or age. The total sample of this correlational research was 177 undergraduates (105 females and 72 males, 15–30 years old) who took a university Spanish-English bilingual Biology module at a prestigious Colombian university. Here, we report the results obtained on 2.5 years of data generated by students' quizzes and exams. Independent t-tests showed that the grades obtained in quizzes and exams by the undergraduates who attended monolingual schools at secondary level were slightly lower than those of the university students who attended bilingual or trilingual schools, but there were no statistical differences between them.
Using formal formative assessment (FFA) to promote undergraduates’ bilingual written scientific argumentation (BWSA)
(Routledge, 2022) Pablo Antonio Archila; Jorge Molina; Giovanna Danies; Anne‐Marie Truscott de Mejía; Silvia Restrepo
As we begin the third decade of the twenty-first century, in countries where English is the second or foreign language, the goal of internationalization is causing a rise in university first language-English bilingual science courses. Even though bilingual written scientific argumentation (BWSA)—a twenty-first-century skill—is an essential aspect of bilingual scientific literacy (BSL), little is known about how to promote this skill in this type of courses. The purpose of this study was to provide research evidence that formal formative assessment (FFA) could be a possibility for promoting BWSA among university students. A FFA-based pedagogical strategy involving preplanned feedback and peer critique was implemented with fifty-seven students (32 females and 25 males, 16–24 years old) in Colombia during a university Spanish-English bilingual science course. The data were derived from undergraduate students’ written productions in Spanish and in English. The results demonstrated that the pedagogical strategy can be useful for providing students with explicit opportunities to enrich their BWSA. This study contributes to the construction of research-based bilingual practices aimed at legitimating BSL and BWSA in university bilingual science courses. Implications for higher education institutions are discussed.
Weaving Sustainability
(Firenze University Press, 2024) Carolina Obregón; Giovanna Danies
Fibers are integral to the fashion industry, functioning as essential materials and cultural symbols within a global network of production and consumption. This paper adopts a planetary perspective, exploring fibers as dynamic material flows across human, non-human, living, and technological realms. Using Cannabis sativa L. stems as a case study, we examine their transformation from waste to resource, highlighting their potential role in a circular economy. This includes governance and ethical considerations, cultural histories, and the relationship between fibers and geographical locations where all these elements synergize. Understanding fibers holistically is crucial for fostering a sustainable future in fashion and embracing the inherent nobility of fiber.