Learning Metabolism by Problem-Based Learning through the Analysis of Health or Nutrition Articles from the Web in Biochemistry

Autor/inn/en	Bruna, Carola E.; Valenzuela, Nicole A.; Bruna, Daniela V.; Lozano-Rodríguez, Armando; Márquez, Carolina G.
Titel	Learning Metabolism by Problem-Based Learning through the Analysis of Health or Nutrition Articles from the Web in Biochemistry
Quelle	In: Journal of Food Science Education, 18 (2019) 2, S.37-44 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bruna, Carola E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/1541-4329.12156
Schlagwörter	Metabolism; Problem Based Learning; Biochemistry; Independent Study; Introductory Courses; Undergraduate Students; Information Sources; Journal Articles; Problem Solving; Critical Thinking; Cooperative Learning; Learner Engagement; Learning Motivation; Science Process Skills; Science Education; College Science; Student Centered Learning; Newspapers; Internet; Nutrition; Health + Suchen Sie Ihr Suchwort? Stoffwechsel; Problem-based learning; Problemorientiertes Lernen; Biochemie; Selbststudium; Einführungskurs; Information source; Informationsquelle; Journal article; Zeitschriftenaufsatz; Problemlösen; Kritisches Denken; Kooperatives Lernen; Motivation for studies; Lernmotivation; Naturwissenschaftliche Bildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Newspaper; Zeitung; Ernährung; Gesundheit
Abstract	Problem-based learning using authentic material from the web was used to teach metabolism in a biochemistry course. In place of traditional lectures, students' analyzed health or nutrition articles from newspapers and magazines, which were debatable from a scientific point of view, following the principles of problem-based learning. A mixed method was used to assess the students' perception, use of sources of information and web services while performing the task, and changes in self-directed learning. Students' perception was particularly positive. The majority stated that the methodology helped them to apply knowledge to real life and that they learned about the topic analyzed by their group. The perception that problem-based learning promotes the ability to solve problems, critical thinking, and collaborative work is noteworthy. Tutors considered that teams identified the problem and concluded correctly, noticing students' enthusiasm and motivation. The methodology also promoted scientific reading. More importantly, a significant improvement in self-directed learning of the 2014 cohort was detected. This intervention suggests that this methodology is a valuable alternative to motive and promote self-learning; representing an opportunity to shift the focus of instruction from the teacher to the student. The design of the activity and materials are described in detail. Also, limitations and solutions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01