RESUMEN
Chilean science education curriculum is standardized and issued by the Ministry of Education (MINEDUC). This study contributes to science education analyzing a government implemented high school biology curriculum and its adherence to the Federative International Programme for Anatomical Terminology (FIPAT). The purpose of this study was to assess the use of International anatomical terminology (IAT) in Chilean national biology education programs. The sample consisted of biology programs for 9th to 12th grades obtained from the MINEDUC website, in force since 2009. An analysis of terms used in MINEDUC high school programs (9th to 12th grade) was carried out. Terms were identified using Atlas.ti text analysis software. Subsequently, the identified terms were tabulated as follows: frequency, Latin term, Spanish translation, use of the term according to FIPAT and type of error. Our results showed that 11.43 % of the terminology used in the high school biology curriculum did not adhere to the IAT in FIPAT. 11th grade's biology education curriculum showed the highest use of FIPAT terminology and also the same grade showed the highest prevalence of misused terms. These results can serve as an important basic resource for the revision and standardization of terminology used in biomedical fields. Collaboration between anatomists, biologists and high school teachers is a requirement necessary to make changes in the curricula in order to improve the use of IAT in teacher training and in Biology and Natural sciences classes.
Asunto(s)
Instituciones Académicas , Biología/educación , Anatomía/educación , Terminología como Asunto , Chile , CurriculumRESUMEN
Prenatal stress is associated with changes in body weight and size, and with disorders of the skeletal bone development process. However, there is a lack of documentation on the impact of prenatal stress on skull bone anatomy during the gestation period. Therefore, this research focuses on the short-term effects of prenatal stress on the skull bone anatomy of CF-1 mice on the day of birth. Methodology: Gestating females were divided at random into two groups (control and stressed). The experimental group was subjected to the stress of movement restriction during the final week of gestation. Upon birth the body weight of the progeny was evaluated (control group, n=34; stressed group, n=29). They were then cleaned and stained with alizarin red in order to evaluate the length, width and suture spaces of the skull bone anatomy from superior and inferior views. Results: Gestational stress significantly altered the skull bone anatomy (p<0.05) of the offspring at birth in comparison with the control group. Conclusion: Prenatal stress alters the skull bone anatomy of the CF-1 mouse at birth.
El estrés prenatal se ha asociado con alteraciones en el peso y tamaño corporal, además de trastornos en el proceso de osificación del esqueleto en desarrollo. Sin embargo, existen escasos antecedentes acerca del impacto del estrés prenatal sobre la anatomía ósea craneal durante el periodo de gestación. Por lo tanto, la presente investigación estudió los efectos a corto plazo del estrés prenatal sobre la anatomía ósea craneal del ratón CF-1 en el día de nacimiento. Las hembras gestantes fueron divididas aleatoriamente en dos grupos (control y estresado), el grupo experimental fue sometido a estrés por restricción de movimiento durante la última semana de gestación. Al nacimiento se evaluó el peso corporal de la progenie (grupo control n:34; grupo estresado n:29), para posteriormente diafanizar y teñir con alizarina roja, evaluando dimensiones longitudinales, anchos y espacios suturales de la anatomía de los huesos de cráneo por la vista superior e inferior. El estrés gestacional alteró significativamente la anatomía de los huesos de cabeza ósea (p<0,05) de las crías en el momento del nacimiento con respecto a los controles. El estrés prenatal altera la anatomía de los huesos craneales del ratón CF-1 evaluado al nacer.