Potential of an inquiry-based teaching sequence for improving the level of knowledge about diabetes

We analyzed the possible contributions of a pedagogical intervention with an investigative teaching sequence involving statistical concepts in improving students' level of knowledge about diabetes. As a theoretical framework, we used Statistical Literacy, Science Teaching by Inquiry and the Investigative Cycle. 26 students from the 3rd year of secondary school at a public school took part. Before and after the intervention, they completed a questionnaire, a Likert scale and anthropometric data. The students took an active part in the investigation, reading the reports, discussing the topic with a nutritionist and analyzing their data in groups using statistical tables and graphs. The results indicate that the students improved their conceptions and level of knowledge about diabetes, expressed intentions to change their eating habits and physical activity, as well as raising awareness about their role and that of the school in preventing it.