DIGESTION IN FOCUS: AN INVESTIGATIVE SEQUENCE ON ENZYME ACTIVITY IN HIGH SCHOOL

Abstract

Understanding the role of digestive enzymes in high school education represents 
a recurring challenge for students due to the complexity of the biochemical processes involved 
and the limited familiarity with scientific terminology. This study aimed to analyze students’ 
understanding of the action of digestive enzymes and their integration into cellular metabolic 
processes, seeking to minimize learning difficulties associated with this content. In this context, the 
article presents an experience report on the implementation of an investigative teaching sequence 
developed with a 2nd-year high school class. The methodology was structured in three stages: 
(i) assessment of students’ prior knowledge through a case study addressing the importance of 
digestive enzymes; (ii) implementation of an investigative practical lesson involving experiments 
on enzymatic action; and (iii) collaborative study of digestive enzymes, including the analysis of 
their molecular structures and respective active sites, followed by group presentations. The results 
indicate that the application of the investigative teaching sequence significantly contributed to 
enhancing students’ understanding of the action of digestive enzymes and their integration into 
cellular metabolic processes. The methodological proposal promoted active student participation, 
the development of critical thinking, and the integration of theory and practice, overcoming 
limitations associated with traditional teaching approaches based on memorization. Thus, the 
findings highlight the potential of investigative teaching sequences as an effective pedagogical 
strategy for teaching complex biochemistry content in high school education.