Abstract:

GLUTEN3S research group (G3S) is dedicated to de study of gluten-free products (GFPs), the gluten-free diet (GFD) and celiac disease and associated pathologies. The team strongly believes that researchers have the social responsibility to transfer their knowledge and work to the population. For this reason, the G3S regularly carries out activities for nutritional education aimed at different groups such as celiac patients, health professionals, food industry and general population.

Currently, it is necessary to develop and strengthen research competence in society, due to the central place that science and technology occupy in the world we live in. However, this skill has been insufficiently and irregularly addressed in school itinerary. To counter this fact, in recent years many strategies have been promoted to develop scientific competence in young secondary school students.

Thus, the aim of the present work was to develop a programme in which young students will work in an active-collaborative way together with university researchers to develop scientific competence in the context of the GFD.

The competence was previously defined on the basis of the stages of the scientific method: hypothesis statement and formulation of a specific research objective, design of the methodology to be developed for the collection of evidence, analysis of results and drawing of conclusions. Here we propose a small scientific study to be carried out by students, working in active-collaborative teams and under the guidance of a member of the G3S. Following topics were suggested: balanced diet, celiac disease, gluten and GFPs, cross-contamination of food, nutritional balance and social difficulties of GFD. In this way, the students simultaneously developed nutrition education.

Science is a social activity in which communication processes play a vital role. Therefore, a communication activity was proposed in order to consider student´s scientific findings as definitive. Both peer-to-peer transmission and communication to their closer community were considered.
The design of the programme includes specific rubrics for the coordinated evaluation of the acquisition of the scientific competences by the students and two questionnaires to collect student feedback and learning in relation to GFD.

The close contact between students and researchers must be highlighted in this programme, which is key to break down barriers and prejudices in relation to Science. In addition, students will learn in an autonomous and collaborative way about celiac disease, gluten, GFPs and GFD. Each team brings what they have learnt to build the knowledge about safe, balanced and inclusive GFD altogether. It is noteworthy that the dissemination of results to their community is also taken into account, closing the scientific process.

These types of participatory activities in which students take on the role of scientists and apply the scientific method to the study of a topic are fruitful, allowing them to develop a critical spirit. Moreover, G3S believes that enhancing the knowledge and awareness of young people about GFD would influence the integration and quality of life of people with celiac disease.

Keywords:

Scientific competence, Scientific method, Nutrition Education, Celiac Disease, Gluten, Gluten-Free Diet, Social Responsibility.