Abstract:

This research explores the implementation of active and experimental learning strategies in the fourth-course within the Biochemistry and Molecular Biology program at the University of the Basque Country. The study aimed to discern the influence of distinct instructional approaches on student satisfaction, initial and final interest in the subject, and interaction with faculty.

This research has been conducted over eight years, during the first four years different learning methodologies were used between the Spanish- and Basque-learning students. For the last four years, we have consistently implemented the same methodology in both courses.

Two groups were compared: Spanish-speaking students initially followed separate traditional laboratory practices, each unrelated to the others, and were required to produce individual written reports for each practice. In contrast, Basque-speaking students participated in an integrated research-based learning experience, where all laboratory practices were interconnected, collectively contributing to a shared research objective. This latter group was responsible for creating a comprehensive research report, structured in the format of a scientific article, complete with sections for the introduction, materials and methods, results, discussion, and conclusions.

Results demonstrated that the Basque-speaking cohort, exposed to the more integrated and research-oriented approach, exhibited higher levels of satisfaction and perceived the course as more beneficial. This group also showed an increased interest in the subject, underscoring the potential of research-based learning to enhance engagement and enthusiasm. When the active learning methodology was extended to the Spanish-speaking group, which now aligned their curriculum with the research-based model, their satisfaction levels and learning outcomes were equivalent to those of their Basque-speaking counterparts.

The results suggest that the incorporation of research-based strategies can provide a universally enriching experience for students. Additionally, these methodologies have broader implications for the design of experimental courses, advocating for pedagogical strategies that promote educational excellence.

Keywords:

Active Learning Strategies, Biochemistry Education, Student Satisfaction, Research-Based Learning, Language Diversity in Education.