The importance of methodological detail and conceptual context when presenting laboratory animal science education tools: The authors’ reply

Abstract

The Laboratory Animals Technologist degree was created in 1989 by the University of BuenosAires jointly between the Faculty of Veterinary Science and the Faculty of Pharmacy andBiochemistry.It has a structure formed by 15 subjects, and it is crossed, from beginning to end, by thesubjects "Técnicas de Bioterio I, II, III, IV y V". These subjects contain a high percentage ofpractical content, whose appropriation by the student will be of relevant importance for theirprofessional practice.From the beginning of the development of teaching tasks at the subjects previouslymentioned, the need to provide improvements in the dictation of these from the entire teamthat conforms the chair has been felt. From its beginning, one of the critical points of thesesubjects has been the evaluation ways and the criteria differences among the teachers.The functions of evaluation answer the why of the evaluation. That is why it is so important todefine a conception of evaluation in each instance, which allows us, based on the agreements,to redefine why evaluation is done.It has been assigned multiple functions to it. The most critical consequence of this multiplicityhas been the confusion between them, sometimes at the theoretical level, considering that ithas a function of control and surveillance of learning and the subjects in the operational order.In this context, it ceases to fulfill its real role as an accompaniment to the instructive processand is dedicated to being the force that tries to equalize and repress.