Pixel International Conferences

It is a widely shared desire among most teachers of subjects in the area of biochemistry to achieve a relevant transfer of relevant knowledge to their students through an effective teaching-learning process. Many undergraduate students in biology, biochemistry and biomedical sciences find metabolism particularly difficult to learn. The very extensive contents of metabolic biochemistry and the need to integrate them in a way that gives them full biological meaning are essential causes of this difficulty appreciated by students. The transition from the traditional educational model focused on teaching to the EHEA model focused on learning and the acquisition of competencies by the student implies a change in the educational paradigm that makes it necessary to complement lectures with active methodologies that enhance the central role of the student in the learning process. Collaborative learning strategies can contribute to facilitate students' learning of metabolism, its regulation, and its biological integration. Among the active methodologies, case-, problem- and project-based learning methods, often developed under the "inverted" classroom model, stand out. These methodological tools and teaching strategies have been tested by the members of this educational innovation team as voluntary activities of continuous assessment under a learning contract in the framework of two subjects focused on metabolism and its regulation, in the second year of the Biology and Biochemistry Degrees at the University of Malaga. This communication will discuss these strategies, analyze their implementation and provide evidence of their impact on the teaching-learning process [1,2]. [Supported by funds ranted to Innovative Education project PIE22-118, University of Málaga, Spain].