Browsing by Autor "Jorge Molina"

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Distribución de Triatominos (Hemiptera: Reduviidae) en el departamento del Guainía y su papel en la transmisión de Trypanosoma cruzi
(2001) MARÍA ESPERANZA VILLEGAS; AYDÉ ALEXANDRA LÓPEZ; LUIS EDUARDO MANOTAS; Jorge Molina; Felipe Guhl
En el transcurso de los años 1998 y 1999, la Secretaría de Salud del Guainía realizó búsqueda de triatominos en 38 comunidades indígenas del departamento del Guainía y determinó la seroprevalencia de infección con Trypanosoma cruzi en 9 comunidades. Los resultados entomológicos de los muestreos señalaron un índice de dispersión triatomínica de 31.5% y tres especies de triatominos: Rhodnius brethesi, Rhodnius prolixus y Pastrongylus geniculatus. Rhodnius prolixus y Panstrongylus geniculatus son nuevos registros para el departamento del Guainía. R. brethesi se registró por primera vez en Colombia en el departamento del Guainía en 1999 (Villegas et al. 1999); en el presente estudio se encontraron dos especímenes infectados naturalmente con T. cruzi, lo cual hace suponer que este. especie puede ser uno de los vectores de la enfermedad de Chagas en el departamento ya que posee una amplia distribución pues fue capturada en 10 comunidades. mientras que R. prolixus se halló en una y P. geniculatus en dos. Los resultados serológicos muestran una prevalencia de infección con T. cruzi en 4 comunidades.
Enriching university students’ use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA)
(Routledge, 2020) Pablo Antonio Archila; Jorge Molina; Anne‐Marie Truscott de Mejía
Bilingual scientific literacy (BSL) is one of the educational domains gaining prominence in twenty-first century societies. University bilingual science courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of BSL. Recent studies indicate that the use of ‘logical connectors’ (LCs) or ‘linking words’ is a critical aspect of BWSA. The problem is that very little evidence is available on how to enrich university students’ use of LCs in BWSA. The goal of this study was to determine how a formative assessment-based pedagogical strategy (FAPS) could help students enrich the use of LCs. We examined the BWSA produced by 70 students (34 females and 36 males, 15–27 years old) in Colombia during a university Spanish-English bilingual science course. The findings show that the strategy provided participants with opportunities to enrich the use of LCs in their written argumentation in Spanish and in English. Finally, the potential implications for university bilingual education are discussed.
Folsomia Candida and Trichoderma Spp.: An Inter-Kingdom Interaction with Potential to Control the Cape Gooseberry Pathogen Fusarium Oxysporum
(RELX Group (Netherlands), 2024) Juan Carlos Santos-Barbosa; Jorge Molina; María Ximena Rodríguez
Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course
(Taylor & Francis, 2020) Pablo Antonio Archila; Jorge Molina; Anne‐Marie Truscott de Mejía
University bilingual science courses are on the rise because of the internationalisation of higher education. These courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of bilingual scientific literacy. The problem is that very little evidence is available on how to foster university student BWSA in courses where the English (foreign language) level of the undergraduates is variable. The goal of this study was to provide evidence that collaborative learning (CL) can be used to promote BWSA in contexts where students with different levels of English proficiency study together. We examined the Spanish-English bilingual written argumentation produced by 56 undergraduates (30 females and 26 males, 16–30 years old) in Colombia during a university Spanish-English bilingual science course where the English (foreign language) level of the students was variable. The data used in this analysis was derived from students’ written responses and audio recordings. The findings show that CL can contribute to BWSA as well as to specific CL skills (e.g. interdependence, individual accountability, interaction) which are important for social life. Educational implications for higher education are discussed.
In search of differences between the two types of sensory cells innervating spider slit sensilla (Cupiennius salei Keys.)
(Springer Science+Business Media, 2009) Jorge Molina; Clemens F. Schaber; Friedrich G. Barth
Learning to distinguish Insects from other arthropods with immersive virtual reality
(2021) Víctor Garzón-Marín; Pablo Figueroa; Jorge Molina
Insects are necessary for the prevalence of ecosystems. Insects belong to a group of animals called "Arthropods." Many people ignore how to distinguish them, thus feeling afraid of these animals because of their appearance and usually hurting them. This study explores Immersive Virtual Reality (IVR) as an educational tool focused on allowing users to deduce a rule to distinguish between insects and other arthropods. In total, 21 under graduated students participated in this study. The results indicate that students feel confident when interacting with virtual insects and manage to complete the experience, even when they were afraid of these animals. It is also evident the teacher's importance to guide in interpreting the information that is being received.
STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data
(Springer Science+Business Media, 2023) Pablo Antonio Archila; Silvia Restrepo; Anne‐Marie Truscott de Mejía; Jorge Molina
Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering, and mathematics (STEM) majors and non-STEM majors' misconceptions about evolution in countries such as Brazil, Chile, Colombia, and Greece, to name a few. The situation is even more complicated if we acknowledge that contemporary educational approaches (e.g., student-centered learning) mean that students' misconceptions are one of the multiple aspects that influence the construction of meaningful learning. Here, we present a picture of Colombian STEM/non-STEM majors' misconceptions about evolution. Participants were 547 students from different STEM/non-STEM majors (278 females and 269 males, 16-24 years old). During 5 years (10 academic semesters), data were collected from students' responses to an 11-item questionnaire administered in a Colombian university. We hypothesized that the academic semester within these 5 years in which each student completed the instrument as well as respondents' age, gender, and/or major may influence their misconceptions about evolution. Results reveal that participants had a moderate understanding of evolution. Also, we found a limited understanding of microevolution among participants. Furthermore, cross-sectional analyses of differences in undergraduates' responses across demographic variables showed that despite apparent differences, these were not reliable since the differences were not statistically significant. Implications for evolution education 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.
Supporting bilingual scientific argumentation through recorded oral feedback
(Routledge, 2026) Pablo Antonio Archila; Anne-Marie Truscott de Mejía; Jorge Molina
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.