Implementation of low-cost experiments to promote active learning in molecular biology in high school.
DOI:
https://doi.org/10.70577/ASCE/216.244/2025Keywords:
Active Learning; Molecular Biology; STEAM Education; Low-Cost Experimentation; Scientific Competencies; Critical Thinking; Educational Transformation.Abstract
This article describes how the implementation of low-cost experiments in molecular biology aims to promote active learning practices among high school students. Traditional science education has often placed students in a passive role, thus limiting their understanding of biological phenomena and their development of critical thinking skills. This project designed a series of scalable and accessible experimental practices that students can carry out either in the classroom or in laboratories equipped with basic resources, with the goal of reversing the described situation. The methodology employed was quasi-experimental, using control and experimental groups. It combined quantitative methods (pre- and post-tests of knowledge, attitude questionnaires, and problem-solving competency scales) with qualitative approaches (semi-structured interviews and analysis of learning journals). Each semester, applied molecular biology modules were implemented (DNA extraction, simplified PCR, low-cost gel electrophoresis), supported by teacher guidance and collective reflection sessions. The conclusions revealed a considerable increase in molecular biology mastery within the experimental group compared to their control counterparts, as well as enhanced motivation toward scientific learning and improved skills in hypothesis formulation and independent experimental design. Students demonstrated higher-than-expected autonomy in constructing hypotheses and developing experimental procedures. They also succeeded in addressing unstructured scientific problems, reflecting the ability to solve complex problems. From the qualitative narratives, a significant transformation in students' self-perception was observed—from passive recipients to active researchers. The importance of this initiative lies in its potential sustainability and scalability in low-resource settings and its contribution to a systemic shift in the science education paradigm: empowering students to construct their own knowledge through accessible experimentation fosters a more equitable, inclusive, and meaningful science education model based on skill development.
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Copyright (c) 2025 Edith Karina Barreros Coque, Betsaida Araceli Alvarez Villarreal, Sandra Gabriela Zambrano Mendoza, Lourdes Daniela Collaguazo Veintimilla, Clara Luz Córdova González
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