Formative research in biotechnology: a critical review.
DOI:
https://doi.org/10.22267/huellas.251122.42Keywords:
biotechnology, didactics, formative research, teaching strategies, higher education.Abstract
Biotechnology is a multidisciplinary field that combines fundamental sciences such as chemistry, biology, and physics, generating technological innovations capable of artificially modifying living organisms and giving rise to the concept of "biotechnoscience." This integrative approach has potential impacts on areas such as social welfare and economic development. However, its inclusion in higher education has been limited, reflecting a limited presence in classrooms and scarce research on specific pedagogical methods for its teaching. This article presents a critical review of formative research in biotechnology, analyzing various didactic and methodological strategies implemented in higher education programs. Through a systematic literature review with a qualitative approach, the most effective methodologies for developing scientific and technical competencies in university students were identified. The results underscore the importance of restructuring educational experiences by integrating advanced tools such as bioinformatics and implementing innovative methodologies in laboratories. Formative research in biotechnology enables students to apply theoretical knowledge in practical contexts, developing essential technical skills and fostering critical and innovative thinking. However, the effectiveness of these methodologies faces significant barriers, including limited access to optimal resources, traditional approaches in laboratories, and insufficient research training for faculty and students. Therefore, it is crucial to promote a more deeply rooted research culture in higher education institutions, thus ensuring comprehensive training that accurately addresses the current and future demands of the biotechnology field.
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