ACTIVE TEACHING-LEARNING METHODOLOGY TO APPROACH CARBOHYDRATE AND LIPID METABOLISM: An interdisciplinary strategy that involved the Moodle tool in the development of Problem Based Learning

• Autor(a) principal: Borges, J. M.P.
• Data de Publicação: 2015
• Outros Autores: El Bacha, R., Costa, M F., Freire, E.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Bioquímica
• DOI: 10.16923/reb.v13i2.576
• Texto Completo: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/576
• topic: active methodology, teaching biochemistry, metabolism

Highlight the relevance of topics studied for professional practice and associate approaches provided by different areas of knowledge are pointed as essential aspects for significant learning. Contextualize the study of metabolic pathways, linking the clinical use and expanding the vision with the approach of cellular and molecular biology discipline was the motivation for the development of the strategy described and evaluated here. In this work, starting from the concept of active methodology of teaching and learning was developed a methodological strategy to approach the carbohydrate and lipid metabolism. This strategy included: questioning the content through the clinical case study on diabetes mellitus and hypercholesterolemia, individual and collective study in the external space the classroom with the help of Moodle tool, classroom discussion accompanied by the teacher, preparation of seminar, evaluation of the content through individual written test and evaluation of the method. Analysis of student involvement with method indicates an average frequency of 98% in the practical class of Biochemistry discipline, effective participation in the preparation of seminars, an increase of 2 points in average of individual written evaluation. As for the fact that the cases were studied in two curricular components, the answers show that 92% of students feel more compression. Only 6% of students think  unnecessary to interdisciplinary approach. As for the different steps of the method, the answers show that 99% of students consider how relevant the initial self-study and discussions in class. However, only 50% of students appreciated the use of Moodle tool. Thus, student responses indicated the perception of the effectiveness of the method for their ability to: stimulate interest in learning, stimulate the search for answers through research and the building of learning.