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Teaching metabolism with scientific articles: A new approach
Camila Cicuto1, Maurícius Pazinato2, Bayardo Torres3
1Universidade Federal do Pampa, Dom Pedrito, Brazil.
Summary
Using scientific articles in biochemistry graduate courses enhances learning. Most students found this active learning strategy effective for understanding complex metabolism topics and developing critical reading skills for research.
Area of Science:
- Biochemistry Education
- Metabolism Studies
- Scientific Literacy
Background:
- Scientific articles are valuable didactic resources for science education.
- Integrating research papers into curricula aids conceptual understanding and research skill development.
- Traditional lectures and seminars may be supplemented by active learning approaches.
Purpose of the Study:
- To investigate the effectiveness of using scientific articles in a graduate-level "Topics in Metabolism" course.
- To evaluate biochemistry graduate students' perceptions of a teaching strategy employing directed study and discussion groups.
- To assess the level of student engagement and effort in understanding course material through this method.
Main Methods:
- Implemented directed study (DS) and discussion groups (DG) using high-impact scientific publications.
- Administered questionnaires with open and closed questions to collect student feedback.
- Utilized Hierarchical Cluster Analysis (HCA) via Pirouette software to analyze student responses.
Main Results:
- A significant majority (78%) of students reported a positive perception of the teaching strategy.
- Most students experienced less difficulty in understanding course material with this approach.
- A smaller group (22%) expressed less positive perceptions and showed less intense engagement.
Conclusions:
- The use of scientific articles as a primary teaching tool can foster critical reading and deep comprehension skills in graduate students.
- This active learning strategy is beneficial for preparing future researchers.
- Student perception and engagement levels can vary, suggesting potential areas for pedagogical refinement.
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