(1848) ROLE PLAYING GAMES IS A USEFUL TOOL TO LEARN AND TEACH CURRENT LEGAL REGULATION AND BIOSAFETY OF BIOTECHNOLOGY TO UNDERGRADUATE STUDENTS

摘要

Some active methodologies, as role playing games, are more usual learning tools in Humanities and Social Sciences than in Sciences disciplines. Essential issues as genetically modified plants (GMOplants), included in the curricular program of Plant Biotechnology, deal with social aspects and regulatory frameworks. GMO-plants is a controversial issue that needs be addressed from a broad and multidisciplinary point of view to reflect opposed interests and benefits involved. This topic has connections with Agronomy, Biochemistry, Genetics, Ecology, Environmental & Human Health, Economy, Ethics, Politics & Regulatory Framework, Sociology and Public Opinion. In such scenario, we proposed a role playing game (RPG) to students of Plant Biotechnology, as an innovative educational action to increase active role of students in the learning process of this discipline, their critical thinking, social commitment, creativity, self-learning, oral communication, and amusement. The study was conducted with a group a 10 volunteer students of the discipline Plant Biotechnology of the Degree of Biotechnology of the University of the Basque Country. The students performed a representation in front of the other classmates assuming the following roles: an expert in biotechnology, a director of a plant transgenic company, a director of an organic agriculture company, an agriculture legislator, a representative of the Food Security Agency, a representative of FAO organization, an environmental activist, a sociologist, and a consumer representative. Finally, several aspects of the activity were analyzed individual and collectively by the students and professors involved on the activity. In this study we analyzed and discussed: (i) benefits and drawbacks of this methodology, as a useful tool to learn; (ii) identification topics discussed during RPG about Biosafety Concerns and Regulatory Framework of Transgenic Crops; (iii) evaluation of specific acquired knowledge and educational competencies after the RPG; (iv) other important learning topics as motivation, empathy and improvements from the point of view of students/ professors in future RPG editions, and (v) implications for the use of role playing games in other Science disciplines other than Plant Biotechnology.