Since all the known biological systems require water for their basic biochemical processes, one can find several osmoregulation mechanisms on living organisms for adaptation to related environmental challenges. Osmosis is a cellular mechanism of water movement across membranes which is known to be present throughout the tree of life and occurs by either diffusion across the membrane bilayer or by a faster movement mediated by transmembrane channel proteins, called aquaporins. The expression of aquaporins is regulated at, the cellular level, by environment conditions such as hydric stress, therefore allowing the adaptation of organisms to increase salinity in soils, water deprivation and increase beverage intake. Osmosis and diffusion concepts have been described to be difficult to learn, so, in order to promote meaningfull learning, we used a problem-based learning approach that integrates a laboratory activity and a computer simulation model of osmosis and a two phase conceptual mapping. We observed that high school students developed adequate laboratory skills and were able to communicate their results as text and using scientific drawings; and the learning environment was adequate. Therefore we presented a successful implementation case of integrated PBL, in a public portuguese school, that may constitute an example to facilitate the implementation of active inquiry strategies by other teachers, as well as the basis for future research.

中文翻译：

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使用集成的实验室和计算活动进行基于问题的细胞生物学和生态生理学学习

由于所有已知的生物系统的基本生化过程都需要水，因此人们可以找到几种生物渗透调节机制，以适应相关的环境挑战。渗透是水跨膜运动的一种细胞机制，已知存在于整个生命树中，并通过跨膜双层的扩散或由跨膜通道蛋白（称为水通道蛋白）介导的更快运动而发生。水通道蛋白的表达在细胞水平上受到环境条件（例如，水胁迫）的调节，因此允许生物体适应以增加土壤中的盐度，缺水并增加饮料摄入量。渗透和扩散的概念已被描述为难以学习，因此，为了促进有意义的学习，我们使用了基于问题的学习方法，该方法整合了实验室活动和渗透的计算机模拟模型以及两阶段概念图。我们观察到，高中生发展了足够的实验室技能，并能够以文字和使用科学绘图的方式传达他们的结果；学习环境充裕。因此，我们在一个公立葡萄牙语学校中提出了一个成功的集成式PBL实施案例，该案例可以作为一个示例，以促进其他教师实施主动探究策略，以及为将来的研究奠定基础。我们观察到，高中学生发展了足够的实验室技能，并能够以文字和使用科学绘图的方式传达他们的结果；学习环境充裕。因此，我们在一个公立葡萄牙语学校中提出了一个成功的集成式PBL实施案例，该案例可以作为一个示例，以促进其他教师实施主动探究策略，以及为将来的研究奠定基础。我们观察到，高中学生发展了足够的实验室技能，并能够以文字和使用科学绘图的方式传达他们的结果；学习环境充裕。因此，我们在一个公立葡萄牙语学校中提出了一个成功的集成式PBL实施案例，该案例可以作为一个示例，以促进其他教师实施主动探究策略，以及为将来的研究奠定基础。