Metabolism is considered by many students a remarkably difficult subject, due to its broad contents and the need of integrate them in a biologically meaningful manner [1]. Collaborative learning strategies could contribute to make it easier for students to study metabolism [2].In the context of an Educative Innovation Project (EIP) to be developed in the academic curses 2019-20 and 2020-21 and entitled “Collaborative learning of Biochemistry based on projects and case and problem solving” and two other previous EIP, we have designed and used problem-based learning (PBL) cases to help our students to study metabolism and tis regulation. One of these PBL cases was focused the Nobel prize winner Sir Hans Krebs’ scientific achievements and the four metabolic cycles he contributed to elucidate [3,4]. In two subjects dedicated to the study of metabolism regulation, one from the Biology Degree and the other from the Biochemistry Degree, we recruited volunteers to work in groups and collaboratively to solve the PBL cases. The final grades in the global evaluation of the students who participated in this activity were notably better than those who did not. In the present communication, this experience will be analyzed and discussed. This work is supported by an Educative Innovation Project (PIE19-057, funded by University of Málaga).
Keywords: collaborative learning, Krebs, metabolism.