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

80 relevance of molecular biology (Walsh, 2018). Understanding such advanced applications demands deep conceptual grasp, which traditional didactic methods often fail to cultivate. Problem-Based Learning (PBL) is an instructional approach designed to engage students with authentic, open-ended problems. Rooted in cognitive constructivism, PBL emphasizes learner-centered inquiry, where students construct knowledge through experience and reflection (Hmelo-Silver, 2004). Simultaneously, social constructivism underscores the role of collaboration and dialogue in shaping understanding (Vygotsky, 1978). Research shows that PBL significantly enhances problem-solving skills, engagement, and conceptual understanding in biology education (Akcay, 2009; Schmidt et al., 2011). By integrating real-world problems like designing biologics, PBL enables learners to internalize complex genetic processes through authentic, collaborative inquiry. Methodology This study employed a quasi-experimental design to evaluate the impact of PBL on undergraduate students’ understanding of gene expression and genetic engineering. The participants consisted of 40 second-year students enrolled in a genetics course at Inter American University of Puerto Rico at Aguadilla. Students were divided into small collaborative groups of 5 members. Each group was tasked with designing a biological drug based on concepts from the Central Dogma of Molecular Biology. The scenario required students to demonstrate their understanding of transcription, translation, and gene regulation, while applying this knowledge to the real-world challenge of genetic engineering. During two class sessions, students engaged in guided inquiry, discussion, and iterative problem-solving. Each group presented their biologics design, receiving formative feedback from peers and the instructor. To reinforce learning and encourage individual reflection, students completed a post-test two weeks after the group activity. The test required them to solve a similar problem independently, without group input or external assistance. Assessment focused on three criteria: conceptual understanding, problem-solving ability, and self-reported confidence in explaining and applying gene regulation mechanisms. Data were collected through rubric-scored post-tests and reflective student feedback forms. Students who obtained “excellent” or “good” in the rubric, were considered to approve the post-test. Descriptive statistics were used to measure learning gains and skill development. The PBL task was designed to simulate an authentic scientific problem, promoting active engagement, critical thinking, and real-world application, key principles of constructivist learning environments. Instructor support and structured peer interaction were embedded to scaffold understanding and ensure a safe space for experimentation and discussion. Results The data from the post-test rubric revealed strong student engagement and learning outcomes resulting from the biologics design activity. 80% of students (32 out of 40)