Abstract:

Introduction:
Metabolism and structural learning at University level is traditionally dependent on theory classes. Usually, biochemical metabolic pathways are presented through lectures and the assessment is usually based on written tests performed at the end of the semester. Indeed, most students who learn metabolism by this traditional method consider the experience unforgettable and terrifying and do not understand the purpose of memorizing so many pathways and chemical structures.
Understanding metabolic pathways was the proposed goal of the Biochemistry of Exercise in Sport Sciences Bachelor’s Degree at University of Granada. Students´ motivations could be affected by many factors. These include the motivation of working and learning with an increased interest in the subject matter, the general desire to achieve, self-confidence and self-esteem, as well as patience and persistence.

Objectives:
To contextualize learning using via problem solving exercises, case-studies, and by the use of laboratory class introduced content material through real life situations highly relevant to their later future.

Results:
Theory classes were included to present the basis of Metabolic Biochemistry. During these expository classes, students were encouraged to interact with the teacher by asking questions and after each class students were assessed by mini-questionnaires. Furthermore, students were organized into small groups and developed practices related to biochemical metabolism.

Conclusion:
Students and learning facilitators were highly motivated by the diversity of learning activities, particularly due to the emphasis on correlating theoretical knowledge with their professional development. The analysis of students’ perception questionnaires permits concluding that the approach undertaken yield results that surpasses the traditional teaching methods.

Keywords:

Biochemistry, contextualize learning.