Problem-based learning in the context of food analysis: Proposal for a didactic sequence
Keywords:
chemistry education, high school, food, problem-based learning (PBL), biochemistryAbstract
In this didactic sequence, Problem-Based Learning (PBL) was applied to food analysis, addressing the study of macronutrients from both technical and ethical perspectives. Twenty-five Chemistry students participated, organized into five teams that worked during three in-person sessions. The students solved a PBL scenario by analyzing a fictitious nutritional table using biochemical assays and analytical techniques, constructing tables and applying formulas to interpret the results. Boud’s PBL phases were followed: interpretation, definition, investigation, and solution. In each phase, behaviors and outcomes were recorded, evidencing cognitive skills such as data analysis, result evaluation, and self-regulation. Learning outcomes included the identification and quantification of macronutrients, the application of analytical methodologies, and ethical reflections on data reliability. By the end, students understood the relationship between chemical analyses and the development of reliable nutritional tables, recognizing their social impact.
ARK CAICYT: https://id.caicyt.gov.ar/ark:/s23449683/shrrj4yke
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