Carola E. Bruna, Nicole A. Valenzuela, Daniela V. Bruna, Armando Lozano-Rodríguez, Carolina G. Márquez
{"title":"通过对生物化学网上健康或营养文章的分析,通过基于问题的学习来学习代谢","authors":"Carola E. Bruna, Nicole A. Valenzuela, Daniela V. Bruna, Armando Lozano-Rodríguez, Carolina G. Márquez","doi":"10.1111/1541-4329.12156","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":44041,"journal":{"name":"Journal of Food Science Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1541-4329.12156","citationCount":"7","resultStr":"{\"title\":\"Learning Metabolism by Problem-Based Learning Through the Analysis of Health or Nutrition Articles from the Web in Biochemistry\",\"authors\":\"Carola E. Bruna, Nicole A. Valenzuela, Daniela V. Bruna, Armando Lozano-Rodríguez, Carolina G. Márquez\",\"doi\":\"10.1111/1541-4329.12156\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":44041,\"journal\":{\"name\":\"Journal of Food Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-02-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1111/1541-4329.12156\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Food Science Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1541-4329.12156\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Food Science Education","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1541-4329.12156","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Learning Metabolism by Problem-Based Learning Through the Analysis of Health or Nutrition Articles from the Web in Biochemistry
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.
期刊介绍:
The Institute of Food Technologists (IFT) publishes the Journal of Food Science Education (JFSE) to serve the interest of its members in the field of food science education at all levels. The journal is aimed at all those committed to the improvement of food science education, including primary, secondary, undergraduate and graduate, continuing, and workplace education. It serves as an international forum for scholarly and innovative development in all aspects of food science education for "teachers" (individuals who facilitate, mentor, or instruct) and "students" (individuals who are the focus of learning efforts).