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The analysis of spontaneous tail coiling (STC) in zebrafish embryos is a functional parameter that allows the study of motor development. It has recently gained relevance as a biomarker to assess the neurotoxicity of environmental substances. Its practicability in the laboratory makes it an excellent pedagogical tool for promoting students' inquiry skills. However, the time and cost of materials and facilities limit their usage in undergraduate laboratories. This study presents the design of a computer-based educational module called ZebraSTMe, which is based on a tail coiling assay and aims to improve science process skills in undergraduate students by connecting them to relevant and novel content. We evaluate students' perception of learning, the quality of materials used, and the knowledge gained. Our results show that students perceived an improvement in their statistical analysis, representation, and discussion of experimental data. Additionally, the students evaluated the quality and ease of use of the materials and provided feedback for revision. A thematic analysis of the opinions revealed that the module activities promoted students' reflection on their professional strengths and weaknesses.

AbstractThe study addresses climate change education (CCE) in Mexico’s semiarid and coastal regions, a strategy crucial for community adaptability and resilience. Emphasis is placed on the lack of educational materials adapted to the region and the need for active learning strategies in the school context to promote climate literacy and awareness of the phenomenon. We work with research groups and universities to create a climate change program for young students in underprivileged areas. We used a mixed method to assess the impact on climate change awareness and knowledge in urban and rural schools. The findings showed that concern, pro-environmental behavior, and knowledge about climate change significantly increased after the intervention. However, compared to the group that did not receive the intervention, we observed a decrease in hope related to climate change. Our results demonstrate the effectiveness of contextualized and active educational programs in raising awareness of climate change in disadvantaged contexts and highlighting the importance of adding meaningful content to these communities and balancing it with local challenges and solutions. [ABSTRACT FROM AUTHOR]