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Biochemistry Learning in Higher Education: A Systematic Review on Methodologies and Teaching Resources
Micaela Jardim E Silva1, Mariana Silva Cecilio1, Maurícius Selvero Pazinato1
1Federal University of Rio Grande do Sul, Porto Alegre, Brazil.
Summary
Biochemistry education faces challenges with complex molecular visualization and terminology. This review highlights digital technologies and innovative methods like flipped classrooms enhancing teaching and student engagement in higher education.
Area of Science:
- Biochemistry Education
- Higher Education Pedagogy
- Educational Technology
Background:
- Biochemistry teaching in higher education is complex due to molecular visualization difficulties, technical terminology, and extensive content.
- Existing research highlights the need for effective teaching resources and methodologies to address these challenges.
Purpose of the Study:
- To systematically review research on biochemistry teaching at the higher education level from 2012-2024.
- To identify and categorize current teaching resources and methodologies.
- To highlight contributions to improving biochemistry education.
Main Methods:
- Systematic review of 271 articles from ERIC and SciFinder databases (2012-2024).
- Categorization of didactic resources and teaching methodologies.
- Analysis of contributions to biochemistry teaching.
Main Results:
- Digital technologies are prevalent, aiding molecular visualization and concept understanding.
- Lecture-style classes remain common, but innovative methods (flipped classroom, problem-based learning) are increasing.
- Virtual/augmented reality, simulations, and interactive multimedia show promise for engagement.
Conclusions:
- Digital tools and innovative pedagogical approaches are crucial for effective biochemistry education.
- Teachers can leverage this review for implementing evidence-based, engaging teaching practices.
- Emerging technologies offer significant potential to enhance student learning in biochemistry.
Keywords:
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