Evaluation of a didactic sequence on food within the PBL approach using 3D biomolecule models.
PBL (Problem-Based Learning); Biochemistry; 3D Didactic Models; Eating Habits.
The teaching of natural sciences faces challenges in the understanding of complex topics such as embryology, genetics, and biochemistry, due to the microscopic and molecular scale of these phenomena. Teachers often rely solely on textbooks, resulting in lessons with little engagement, or on other strategies such as videos of molecular processes, which may be useful but often focus on memorization. Thus, understanding biochemistry content in high school and relating it to health issues such as diabetes and obesity is a major challenge, as it requires a solid foundation in chemistry, which is essential to grasp these topics. In this context, Problem-Based Learning (PBL) emerges as a promising methodology. When combined with the use of three-dimensional (3D) biomolecule models, it has the potential to integrate theory and practice, enriching learning and promoting reflection and changes in eating habits. Therefore, the aim of this work is to evaluate the contribution of a didactic sequence on nutrition, based on the PBL approach and using 3D biomolecule models, in encouraging the adoption of healthier eating habits through scientific knowledge and literacy among first-year high school students. This way, biochemistry may become tangible in the students’ eyes, as they try to understand metabolic processes linked to healthy eating by solving problems, motivating them to take a more critical stance regarding their eating habits and a healthier lifestyle.