<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802016000300003</article-id>
<article-id pub-id-type="doi">10.32870/ap.v8n2.855</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experimentación virtual con el simulador dosis-respuesta como herramienta docente en biología]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual experimentation with Dose-Response simulator as a teaching tool in biology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Lazalde]]></surname>
<given-names><![CDATA[Arturo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Monreal]]></surname>
<given-names><![CDATA[Marleni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Bonilla]]></surname>
<given-names><![CDATA[María Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla Escuela de Artes Plásticas y Audiovisuales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla Escuela de Biología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>22</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802016000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802016000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802016000300003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Presentamos una estrategia de innovación educativa consistente en la implementación de un proyecto de investigación virtual en biología. En la educación universitaria presencial, algunas prácticas de laboratorio son prohibitivas por sus altos costos. En la educación a distancia existen pocos materiales virtuales que las sustituyan. En este trabajo compartimos la experiencia del uso del simulador dosis-respuesta 1.0 desarrollado en nuestro laboratorio con el objetivo de explorar su usabilidad y niveles de aprendizajes alcanzados. La investigación fue exploratoria con un grupo de alumnos del curso Métodos de investigación I de la carrera de Biología. El trabajo corresponde a una investigación virtual, estructurada, de tipo semicerrado y guiada por supervisión docente especializada, y evaluó dos niveles de conocimiento: el manejo del programa y la comprensión de los conocimientos teóricos. El 69.2% de los alumnos indicaron que el uso del simulador fue fácil. De acuerdo con la taxonomía de Bloom, de 100 a 92.3% realizaron bien actividades en los niveles aplicar y analizar, y de 76.9 a 61.5, en el nivel sintetizar; 7.7% no se adaptaron. Los resultados señalan que los alumnos alcanzan altos niveles de aprendizaje. Los simuladores son una alternativa para la enseñanza cuando las prácticas de laboratorio son costosas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We present an educational innovation strategy that consists on the implementation of a virtual investigation project in biology. In university education, some lab practices are prohibitive due to high costs. For distance university education, there are few virtual educational resources that can be used instead. In this paper we share the experience of using the dose-response simulator 1.0. The simulator has been developed in our lab to explore the usability and the learning levels achieved by the students. An exploratory study was conducted with a group of students from the Research Methods I course of the Bachelor's degree biology program. The work corresponds to a virtual, structured, semi-closed type, guided by specialized teaching supervision. Two levels of knowledge were evaluated: the management of the program and the understanding of theoretical knowledge. 69.2% of the students stated that using the simulator was easy. According with Bloom's taxonomy, from 100 to 92.3% performed well in activities at the apply and analyze levels, and 76.9 to 61.5% at the synthesize level. 7.7% did not adapt at all. The results indicate a high level of student learning. Simulators are an alternative for teaching when lab practices are expensive.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Laboratorio virtual]]></kwd>
<kwd lng="es"><![CDATA[método de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[Simuladores]]></kwd>
<kwd lng="en"><![CDATA[Virtual laboratory]]></kwd>
<kwd lng="en"><![CDATA[Learning method]]></kwd>
<kwd lng="en"><![CDATA[Virtual learning]]></kwd>
<kwd lng="en"><![CDATA[Simulators.]]></kwd>
</kwd-group>
</article-meta>
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