Abstract:

Active learning (AA) is a strategy in which the student is positioned as the central agent in his or her training. We proposed to apply this strategy to a topic in the subject of Genetics I of the degree in Biology of the Faculty of Sciences (FC) of the National Autonomous University of Mexico. The lactose operon model (also known as operon lac) is a genetic regulation model bacteria use to process lactose and obtain glucose from it. The explanation of this model has been a challenging, abstract, and complex topic throughout the 25 years of the current curriculum in Genetics I in FC, with the results of its evaluation being negative in the students. We designed a class based on AA for the topic of the lac operon model, which included a Learn-Before-Lecture (LBL) activity, an in-depth study of some aspects taught by the subject teacher, and, as a central strategy, an analogy of the lac operon with a coffee vending machine, which was accompanied by activities in which students submitted their answers digitally. The students showed astonishment at the change in the class dynamics, presenting difficulties when answering a questionnaire associated with the LBL activity. However, a favorable response was found when comparing the lac operon and a coffee vending machine. The activities associated with said analogy were completed quickly and with favorable results for the students. Implementing active learning to abstract topics, such as the lac operon model, allows students to learn more quickly and enthusiastically. The development of this class is part of the project "Gradual implementation of active learning methodologies and its impact on critical thinking and motivation in undergraduate students project” (PAPIME PE216224) supported by the General Directorate of Academic Personnel Affairs (DGAPA), UNAM.

Keywords:

Active learning, lac operon, analogy, vending machine, didactic experience.