MEANINGFUL LEARNING AND NUTRITION: A DIAGNOSIS OF PRIOR KNOWLEDGE ABOUT PROTEINS IN HIGH SCHOOL

Abstract

This study investigates the prior knowledge of third-year high school students regarding proteins, their functions, food sources, and their relationship with diets, including veganism, based on David Ausubel’s Theory of Meaningful Learning. The research, both qualitative and quantitative in nature, was conducted through the application of a diagnostic questionnaire before classroom instruction. The results reveal that students possess prior knowledge; however, it is fragmented, superficial, and strongly influenced by common sense and media information, particularly by associating proteins mainly with muscle gain. A greater qualitative understanding of protein functions and food sources was observed, contrasted with significant difficulties in the practical and quantitative application of knowledge, such as calculating recommended protein intake. Additionally, gaps were identified regarding plant-based protein sources and the understanding of alternative diets, such as veganism. It is concluded that initial diagnosis is essential to guide pedagogical practices that promote meaningful learning, enabling the re-signification of concepts and the construction of more consistent and applicable scientific knowledge.