Design futures and biopolymer prototyping: an innovative didactic approach to enhance mathematical learning in university programs

A quasi-experimental study explored an innovative didactic approach to mathematical learning within bioscience university programs, specifically in Biochemistry-Pharmacy and Agricultural Engineering. The approach integrates STEAM education, Project-Based Learning (PBL), and Design Futures (DF) within laboratory contexts to enhance student engagement and the connection of abstract mathematical concepts to real-world scientific applications. This initiative aims to address identified shortcomings in traditional mathematics instruction.

Why it matters

This research is strategically important because it addresses fundamental challenges in higher education regarding the effective teaching of quantitative subjects and student engagement. Successful implementation of such innovative pedagogical approaches could lead to improved learning outcomes, better prepared graduates, and enhanced interdisciplinary understanding, fostering innovation across scientific and engineering domains.

Key insights

• Traditional mathematics instruction in bioscience university programs faces challenges with student engagement and linking abstract concepts to practical applications.
• The study investigates an interdisciplinary math teaching method combining STEAM education, Project-Based Learning (PBL), and Design Futures (DF).
• The methodology involves laboratory learning contexts to facilitate practical application.
• A quasi-experimental research design was used, involving 178 first-year undergraduate students across two distinct academic programs.
• Students were divided into control and experimental groups within Biochemistry-Pharmacy and Agricultural Engineering programs at a private university in Ecuador.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1868066