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dc.contributor.authorMedina-Torres, Miguel Ángel 
dc.contributor.authorGarcía-Ponce, Ángel Luis
dc.contributor.authorBlanco-López, Ángel 
dc.contributor.authorRodríguez-Quesada, Ana María 
dc.contributor.authorUrdiales-Ruiz, José Luis 
dc.contributor.authorFajardo-Paredes, Ignacio José 
dc.contributor.authorSuárez-Marín, María Fernanda 
dc.contributor.authorAlonso-Carrión, Francisco José 
dc.date.accessioned2022-07-04T09:44:35Z
dc.date.available2022-07-04T09:44:35Z
dc.date.issued2022-05-25
dc.identifier.citationMedina, Miguel Ángel : García-Ponce, Ángel Luis ; Blanco-Lopez, Angel ; Quesada, Ana R. ; Urdiales-Ruiz, Jose Luis ; Fajardo-Paredes, Ignacio José ; Suarez-Marin, Maria Fernanda ; Alonso-Carrion, Francisco Jose ; J. Chem. Educ. 2022, 99, 6, 2270–2276. https://doi.org/10.1021/acs.jchemed.1c01038es_ES
dc.identifier.urihttps://hdl.handle.net/10630/24535
dc.description.abstractMetabolism is a challenging subject for bioscience students due to the intrinsic complexity of the metabolic network, as well as that of the overlapping mechanisms of metabolic regulation. Collaborative learning based on a problem-based learning approach can help students to successfully learn and understand metabolism. In the present article, we propose a selection of exercises, problems, and cases aimed to focus students’ attention on the scientific work made by Sir Hans Krebs and his collaborators to elucidate four main metabolic cycles, as well as on the study of these cycles, their regulation, and their metabolic integration. The objectives, the tools, and the implementation of this proposal are described, and the results obtained during its first implementation with volunteer students enrolled in two courses on metabolic regulation at our university are presented and discussed. These volunteer students signed a learning contract and were randomly distributed in small groups (3–4 students each). Application of this collaborative learning activity to our classrooms has been very satisfactory, as evidenced by an improvement in the volunteers’ academic performance and a very positive perception by most of them, who declared to be “very satisfied” or “satisfied” with their experience and felt that they had learned more.es_ES
dc.description.sponsorshipThis work was supported by the University of Málaga (Spain) with funds granted to the educational innovation projects PIE15-163, PIE17-145, and PIE19-057. The experimental work carried out by our group is supported by grants PID2019-105010RB-I00 and EDU2017-82197-P (Spanish Ministry of Science and Innovation), UMA18-FEDERJA-220 (Andalusian Government and FEDER), as well as PY20_00257 and funds from PAIDI group BIO 267 (Andalusian Government). Funding for open access charge: Universidad de Málaga / CBUAes_ES
dc.language.isoenges_ES
dc.publisherACSes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectMetabolismoes_ES
dc.subject.otherBiochemistryes_ES
dc.subject.otherBiological databaseses_ES
dc.subject.otherBiologyes_ES
dc.subject.otherMetabolismes_ES
dc.subject.otherStudentses_ES
dc.titleTurning around Cycles: An Approach Based on Selected Problems/Cases to Stimulate Collaborative Learning about Krebs and His Four Metabolic Cycleses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.centroFacultad de Cienciases_ES
dc.identifier.doihttps://doi.org/10.1021/acs.jchemed.1c01038
dc.rights.ccAtribución 4.0 Internacional*
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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