bioinformatics is an interdisciplinary area that uses computational tools to process large amounts of biological data, such as sequence and structures of biological macromolecules, often derived from experimental meth...
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ISBN:
(纸本)9783319920528;9783319920511
bioinformatics is an interdisciplinary area that uses computational tools to process large amounts of biological data, such as sequence and structures of biological macromolecules, often derived from experimental methods. To manipulate these data and obtain meaningful results, bioinformatics employs a variety of databases and software tools based on complex interfaces, command line tools, task integration, abstract information, and jargons of a specific knowledge domain. Human-computer interaction issues, such as usability, ergonomics, satisfaction of use, and accessibility may hinder the efficient exploration of the multidimensional nature of biological information. In an educational context, these issues constitute barriers to the use of these tools, particularly by visually impaired users. In this artic, we investigate the technological/pedagogical resources used for teachingbioinformatics in the Brazilian context and the perceptions of educators about the inclusion of the visually impaired. A quantitative-qualitative methodology was used for data collection and analysis. The study shows the tools and procedures most commonly used to support the teaching of bioinformatics in Brazilian universities. Also, it reveals that most bioinformatics teachers are not prepared to work with visually impaired students, evidencing the lack of information on assistive/inclusive technologies and/or their use.
The huge increase in data being produced in the genomic era has produced a need to incorporate computers into the research process. Sequence generation, its subsequent storage, interpretation, and analysis are now ent...
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The huge increase in data being produced in the genomic era has produced a need to incorporate computers into the research process. Sequence generation, its subsequent storage, interpretation, and analysis are now entirely computer-dependent tasks. Universities from all over the world have been challenged to seek a way of encouraging students to incorporate computational and bioinformatics skills since undergraduation in order to understand biological processes. The aim of this article is to report the experience of awakening students' interest in bioinformatics tools during a course focused on comparative modeling of proteins. The authors start by giving a full description of the course environmental context and students' backgrounds. Then they detail each class and present a general overview of the protein modeling protocol. The positive and negative aspects of the course are also reported, and some of the results generated in class and in projects outside the classroom are discussed. In the last section of the article, general perspectives about the course from students' point of view are given. This work can serve as a guide for professors who teach subjects for which bioinformatics tools are useful and for universities that plan to incorporate bioinformatics into the curriculum. (c) 2013 by The International Union of Biochemistry and Molecular Biology, 42(1):68-78, 2014
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