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

82 control group. These limitations must be addressed in order to strenghthen the results and its conclusions. Eventualy, this study can be extended to evaluate the impact of PBL in the retention of genetics knowledge in a long term study where students may be tested on this subject in a capstone course, prior to the completion of their undergraduate studies. Conclusions Problem-Based Learning proved to be an effective strategy for enhancing student comprehension of gene expression and its biotechnological applications. By engaging in active problem-solving and real-world tasks, students demonstrated improved understanding, creativity, and confidence. This participatory approach supports deeper retention of complex genetic concepts by fostering critical thinking and collaborative learning. The success of PBL in this context suggests its strong potential for replication in other advanced biology courses, such as molecular biology, where abstract mechanisms benefit from contextualized, student-centered exploration. Integrating PBL into science education can meaningfully bridge theory with application and improve learning outcomes. References: Angraini, E., Zubaidah, S., Susanto, H., & Omar, N. (2022). Enhancing creativity in genetics using three teaching strategies-based TPACK model. Eurasia Journal of Mathematics, Science and Technology Education, 18 (12), em2196. https://doi.org/10.29333/ejmste/12697 Akcay, B. (2009). Problem-based learning in science education . Journal of Turkish Science Education, 6(1), 71–84. Retrieved from https://mail.tused.org/index.php/tused/article/download/104/62 Alberts, B., Johnson, A., Lewis, J., Morgan, D., Raff, M., Roberts, K., & Walter, P. (2015). Molecular biology of the cell (6th ed.). Garland Science. Choden, T., & Kijkuakul, S. (2020). Blending problem-based learning with scientific argumentation to enhance students’ understanding of basic genetics. International Journal of Instruction, 13 (1), 445–462. https://doi.org/10.29333/iji.2020.13129a Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16 (3), 235–266. https://doi.org/10.1023/B: EDPR.0000034022.16470.f3 Lardoeyt Ferrer, R., Domínguez Méndez, M., Alfonso Díaz, K., Quesada Soto, Z., da Costa, T., & Kuanzambi, J. (2025). Academic effectiveness of the problem-based learning (PBL) method in the Medical Genetics subject at a Cuban medical university. Revista Española de Educación Médica, 2 , Article 651291. https://doi.org/10.6018/edumed.651291 Markowitz, D., DuPre, M. J., Holt, S., Chen, S.-R., & Wischnowski, M. (2008). BEGIN partnership: Using problem-based learning to teach genetics & bioethics. The American Biology Teacher, 70 (7), 421–425. Newman, D. L., Coakley, A., Link, A., Mills, K., & Wright, L. K. (2021). Punnett squares or protein production? The expert–novice divide for conceptions of genes and