Physiology is an important field for students to gain a better understanding of biological mechanisms. Yet, many students often find it difficult to learn from lectures, resulting in poor retention. Here, we focus on the utilization of a learning workshop model to teach students at different levels ranging from middle school to undergraduate. We specifically designed a workshop to teach students about mitochondria endoplasmic reticulum contact (MERC) sites. The workshop was implemented for middle-school students in a laboratory setting that incorporated a pre-test to gauge prior knowledge, instructional time, hands-on activities, interactive learning from experts, and a post-test. We observed that the students remained engaged during the session relied on interactive methods, teamed with their peers to complete tasks, and delighted in the experience. Implications for the design of future physiological workshops are further offered.
Keywords: Blended Learning; Mitochondria; STEMM Education Workshops; Underrepresented.