APPLICATION OF THE PROBLEM-BASED LEARNING METHOD IN TEACHING AMINO ACIDS WITHIN A BILINGUAL LEARNING CONTEXT

The teaching of amino acids requires an instructional approach that helps students understand both the chemical structure of these compounds and their biological significance. Amino acids are not only organic molecules containing amino and carboxyl functional groups, but also the structural units of proteins, enzymes, hormones, and many biologically active substances. For this reason, the topic creates a natural bridge between chemistry, biology, medicine, nutrition, and biotechnology. However, students often face difficulties in understanding the amphoteric nature of amino acids, peptide bond formation, zwitterionic structure, and the relationship between molecular structure and biological function. This article examines the application of the problem-based learning method in teaching amino acids within a bilingual learning context. Problem-based learning supports students’ active participation, critical thinking, research skills, and collaborative learning by engaging them in real-life problem situations. In a bilingual learning environment, chemical concepts are explained through both the native language and a second language, usually English. This approach helps students develop subject knowledge and scientific language competence at the same time. The article proposes a methodological model for teaching amino acids through bilingual problem-based activities, including problem situations, group research, concept mapping, scientific vocabulary work, molecular modeling, and presentation tasks. The proposed approach may contribute to deeper conceptual understanding, better communication skills, and the formation of interdisciplinary scientific thinking among students.