Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025

78 10 Improving Understanding of Gene Expression through Problem-Based Learning in Genetic Engineering. Gladys M. Varela Agront, gvarela@aguadilla.inter.edu.Oscar Jerez, ojerez@uchile.cl. 1 Inter American University of Puerto Rico, Aguadilla, Puerto Rico.2 Universidad de Chile, Santiago, Chile. Abstract Abstract: Gene expression is the process by which information from a gene is used to synthesize functional products, typically proteins, that determine cellular functions and characteristics. The Central Dogma of Molecular Biology outlines this process, illustrating the flow of genetic information from DNA to RNA through transcription, and from RNA to protein via translation. Gene expression is intricately regulated at multiple levels, including transcriptional regulation, where various factors influence the initiation of RNA synthesis and post-transcriptional regulation, which involves modifications to RNA that affect its stability and translation. Modern genetic manipulation techniques enable the creation of biologics, therapeutic products derived from biological systems. Problem-Based Learning (PBL) enhances students' understanding of these complex processes by promoting collaborative problem- solving, encouraging active engagement with the subject matter, and improving knowledge retention through real-world applications and peer interactions. This active learning approach may foster a deeper comprehension of gene expression and its regulation. This study investigates whether PBL can enhance student understanding and retention of gene expression and genetic engineering concepts. This quasi- experimental methodology involved 40 undergraduate students enrolled in a genetics course. Initially, students in the classroom collaborated in small groups of 5 students to design a biological medication by applying critical thinking and concepts from the Central Dogma of Molecular Biology. During the lecture, each group presented their designs and received constructive feedback from the professor and peers. Two weeks later, each student completed an individual post-test, where they solved a similar problem independently. Post- test showed 80% increase in conceptual understanding of gene expression, while 92.5% of students demonstrated improved problem-solving skills and greater confidence in discussing gene regulation mechanisms. Furthermore, students expressed greater appreciation of the applications of genetic engineering in medicine. This study showed that the integration of PBL in the classroom improved student understanding of gene expression and genetic engineering by promoting problem-solving and critical thinking. To effectively implement PBL in a science classroom, professors may create real-world, relevant problems that are directly connected to the course content. This will promp critical thinking among students. Faculty may provide clear guidelines and support throughout the problem-solving