<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132024000100221</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240024</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Genética na prática: integrando Genética e Fisioterapia em ensino, pesquisa e extensão]]></article-title>
<article-title xml:lang="en"><![CDATA[Genetics in practice: integrating genetics and physical therapy in education, research, and outreach initiative]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bisio]]></surname>
<given-names><![CDATA[Mariana de Cássia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peripato]]></surname>
<given-names><![CDATA[Andrea Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos (UFSCar) Departamento de Genética e Evolução ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo aborda a integração de genética, metodologias ativas e difusão de conhecimento no ensino superior. A Aprendizagem Baseada em Projetos (ABPj) foi implementada remotamente para estudantes de Fisioterapia, focando em doenças genéticas. Dez grupos, compostos por diversos perfis, por meio da ABPj, criaram material escrito (uma wiki) e um produto aplicável à área. A avaliação da abordagem foi realizada por questionários online e analisada por meio da Análise de Conteúdo de Bardin. Os resultados destacaram desafios do ensino remoto e a eficácia da ABPj na construção de conhecimento. A preparação da wiki enfatizou a importância da escrita científica, e a construção do produto aproximou a genética do cotidiano da fisioterapia. Os resultados foram compartilhados em uma atividade de extensão, evidenciando a viabilidade de integrar ensino, pesquisa e extensão. Essa abordagem promove a formação de profissionais mais engajados, contextualizando o conhecimento e enfrentando desafios específicos no ensino de Genética.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study investigates the integration of genetics, active learning methods, and knowledge dissemination in higher education. Physical therapy students remotely implemented project-based learning (PBL), emphasizing genetic diseases. They formed ten groups to develop a wiki and a practical product related to their field. The evaluation was conducted using online surveys, and Bardin's Content Analysis was used with the responses. The findings highlighted the challenges of remote learning and the effectiveness of PBL in knowledge construction. Wiki preparation emphasized the importance of scientific writing, and students' positive feedback on product development suggests a stronger link between genetics and their daily lives. The results of PBL were shared through an outreach activity, demonstrating the viability of combining teaching, research, and outreach within fundamental disciplines. This approach encourages the development of more engaged professionals by contextualizing knowledge and addressing specific issues in genetics education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem baseada em projeto]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de genética]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias ativas de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Análise de conteúdo]]></kwd>
<kwd lng="en"><![CDATA[Project-based learning]]></kwd>
<kwd lng="en"><![CDATA[Genetics teaching]]></kwd>
<kwd lng="en"><![CDATA[Active learning methodologies]]></kwd>
<kwd lng="en"><![CDATA[Content analysis]]></kwd>
</kwd-group>
</article-meta>
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