The use of contextual learning to teach biochemistry to dietetic students

Abstract

This article describes the use of contextualized and ''blended'' learning to teach biochemistry to dietetic students during the second year of their professional training in a 4-year undergraduate degree (Bachelor of Nutrition and Dietetics). Contextualized content was used to engage students and motivate them to learn biochemistry, which many perceived as a ''hard'' subject. Contextualized learning presented via problem solving exercises, case-studies, and by the use of virtual subjects in laboratory class introduced content material through real life situations highly relevant to their later clinical practice. A ''blended'' curriculum where content was presented in a number of different modalities (on-line, on CD, or face-toface in small/large groups and in tutorials/lectures/laboratory class) further enhanced contextualized learning by providing a range of learning modalities catering to different student learning styles. The online and CD material also allowed student self-assessment of learning progress through interactive quizzes in varied assessment formats, where feedback was often immediate. Student responses to this biochemistry course have been positive with 89% finding it intellectually stimulating.

Teaching energy metabolism using scientific articles

“…This observation suggests that the time flexibility can provide different learning options, stimulating students' active involvement in the activities proposed, as emphasized by Sé et al [4]. Similarly, Macaulay et al [23] reported that the integration of a VLE for teaching biochemistry to students FIG. 1.…”

Pengembangan Pembelajaran Berbasis Saintifik pada Materi Dinamika Rotasi dan Kesetimbangan Benda Tegar untuk Meningkatkan Kemampuan Berpikir Kritis dan Komunikasi Verbal Siswa SMA

“…6 Apabila modul guru dan siswa dipisah, pada modul guru ditambahkan RPP dan strategi pembelajaran sebelum kegiatan belajar dan rambu pengerjaan modul di akhir kegiatan belajar.…”

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“…Portanto, os AVAs parecem ter sido mais utilizados para disponibilizar conteúdo textual e menos para explorar o potencial das TICs para a representação de informações visuais, sejam elas em imagens estáticas ou dinâ-micas em diferentes mídias, tal como relatado por outros autores 42,43 . Vários estudos relatam que esses recursos multimídia contribuem de forma efetiva para a aprendizagem de conceitos abstratos e de difícil visualização, bem como de processos que se desenvolvem ao longo do tempo, impossíveis de serem observados, acompanhados e controlados em situações reais 19,36,54 . Tais conceitos e processos são inerentes aos conhecimentos das ciências básicas e clínicas e, portanto, importantes para a educação médica 18,55 .…”