3.2.3. How to do and educational material

3.2.3. How to do and educational material

Course descriptions can be given at any level, from primary school to continuous education, spanning from teaching molecular gastronomy to using molecular gastronomy for teaching. An introduction is needed for explaining the context in which the course is given. Submitting of plain educational material (copies of slides etc.) is not sufficient, and the accounts must include descriptions of context, aims, and explanations of topics taught. The reviewing process cannot reproach to the authors of teaching a matter that is discussed elsewhere, but they will consider the originality of the material proposed and propose improvements (without obligation for the authors to accept them in their teaching). Among the review criteria are the coherence and originality of the course, in view of the context given in the introduction of the manuscript.

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Dietary carbohydrates are broken down in cells to release energy through glycolysis, the Krebs cycle, and oxidative phosphorylation. The Krebs cycle, essential for energy production, is often difficult for students to understand due to its molecular complexity. Although numerous pedagogical strategies have been employed to improve learning outcomes, this study introduced a novel hands-on experiment that combines tasting activities with biology education. Students sampled organic acids central to the Krebs cycle, identifying distinct taste profiles beyond simple sourness. The sensory activity enhanced engagement and understanding, with participants describing it as both educational and intriguing. Post-activity feedback indicated improved conceptual retention by linking biochemical processes to sensory experience. This approach demonstrates that incorporating sensory perception activities inspired by molecular and physical gastronomy into laboratory exercises can make complex metabolic pathways more accessible and memorable, offering an innovative and experiential strategy for enhancing biology education.

The “How to do” articles describe a process for making a special technical procedure easier. Here, a bibliography is not needed, but it is appropriate when it describes a new version of an already published process (two references maximum). Material used for teaching can be published, i.e., presentation of videos, protocols for practical experiments, etc. Such materials should be accompanied by descriptions of context, level, aims etc. Submissions may include digital multimedia material. Review rules apply as for other original articles. For the purpose of indexing, a title and keywords are necessary. Tables, diagrams and figures can be included. Authors can also submit videos or other multimedia as supplemental material. Examples of submissions include but are not limited to reviews of the literature on a fresh or controversial topic (based on bibliography) or a technical procedure. For the general structure, see the instructions of the original articles and reviews.