Energy-yielding metabolism is an important biochemistry subject that is related to many daily experiences and health issues of students. An adequate knowledge of the general features of EYM is therefore important, both from an academic and social point of view. In a previous study, we have shown that high-school students present the misconception that carbohydrates, especially glucose, are the sole metabolic fuel for ATP production by human cells. In the present work, we investigated the possible origins of the occurrence of this misconception among students. The analysis of students' answers to questionnaires indicated that the misconception appears as soon as in the 8th grade and remains unchanged throughout subsequent school years. The analysis of grade textbooks showed that the misconception is likely to be a consequence of the teaching of nutrition in the 8th grade, when a single function is emphasized for each nutrient. The energetic function is mainly associated with carbohydrates, while proteins and lipids are considered structural and storage molecules, respectively. An extreme similarity was observed between students' knowledge of nutrient's function and textbook contents. Analysis of high-school textbooks suggested that the misconception would be reinforced because of the detailed teaching only of glucose metabolism, with rare mention of lipids or amino acids as metabolic fuels. The consequences of that approach are discussed and suggestions are made on an alternative teaching of energy-yielding metabolism.Keywords: Misconception, energy-yielding metabolism, textbooks analysis.
Energy-yielding metabolism (EYM)1 is an important biochemistry subject for the comprehension of how the whole organism functions. The metabolism is also deeply related to students' daily experiences such as diets, physical exercise, puberty, and adolescence. It is also relevant to the understanding of common diseases such as diabetes, for instance. Moreover, the media constantly exerts pressure on youngsters, stimulating them to go on countless diet and exercise programs. Obesity cases have been increasing among young individuals in Brazil and in other developing countries [1]. Although the data regarding developing countries are scarce, the reports on steroid anabolic hormones abuse among young gym members [2] as well as those on trainers who recommend those substances to their pupils are worrisome [3]. Both problems are related to EYM, and its control is likely to benefit from an adequate knowledge of this subject by young individuals.In a previous study, we investigated students' misconceptions about EYM [4]. In that study, undergraduate students, at the early weeks of their courses, were asked to answer questions about the regulation of metabolism in low-carbohydrate diets and fasting, and the results indicated that they are unaware that other molecules besides glucose can be used as fuel for ATP production in human cells. A more explicit attempt to stimulate students to connect EYM and daily experiences proved that even af...
A misconception regarding the human metabolism has been shown to be widespread among high school students. The students consider glucose as the sole metabolic fuel, disregarding that lipids and amino acids can be oxidized for ATP production by human cells. This misconception seems to be a consequence of formal teaching in grade and high schools. The present study reports the evaluation of a teaching strategy based on the use of a dialogic teaching methodology within a conceptual change approach to remediate that misconception. Students were stimulated to formulate hypotheses, outline experiments, and to discuss their outcomes. The results showed that students were able to reformulate their original concepts immediately after teaching. The majority of the students showed adequate learning of the topic eight months after the application of the teaching strategy, although some level of misconception recurrence was observed. The educational consequences of the teaching unit are discussed in the context of the possible reasons for its success as well as the need for similar initiatives at grade school to avoid the establishment of the misconception.
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