Table A1. Pre- and post-intervention... | Emerald Publishing

Table A1.

Pre- and post-intervention questionnaires for PBL-SDG1 and PBL-SDG2

PBL-SDG1: Global crisis on plastics	PBL-SDG2: Contraceptive pills
*1. Knowledge acquisition* (1, I don’t know; 2, I have some idea; 3, I know it; 4, I can explain it to a colleague)
Q1. What are plastics, and what types of plastics exist? Q2. What is the lifecycle of plastics? Q3. What is the Stockholm Convention? Q4. What are POPs (Persistent Organic Pollutants)? Q5. Which is the relationship between plastics and POPs? Q6. How do plastics enter the human body? Q7. Which are the molecular and physiological effects of plastics in our bodies? Q8. How do plastics get into both aquatic and terrestrial food webs? Q9. How do plastics alter ecosystems? Q10. In which ways does each one of the different parts of the plastic cycle affect people and the environment? Q11. What are the existing strategies to manage the plastics conflict?	Q1. How does the physiology of the menstrual cycle work? Q2. Which effects do the menstrual cycle hormones have on other organs and systems of the human body? Q3. What types of oral contraceptives exist? Q4. What is the chemical composition of the existing oral contraceptives? Q5. How do oral contraceptives alter the physiology of our body? Q6. What are extended and continuous-use oral contraceptives? Q7. What are the physiological consequences of delaying or stopping the menstrual cycle with extended and continuous-use oral contraceptives? Q8. What are synthetic estrogens? Q9. What are the effects of synthetic estrogens in both aquatic and terrestrial ecosystems? And in humans?
*2. Reflecting about the SDGs and SC* (0, strongly disagree; 1, disagree; 2, partially disagree; 3, partially agree, 4, agree; 5, strongly agree)
C1. I am able to analyze the plastics conflict by keeping a focus on the production processes, as well as on its consumption, the management of its residues and its presence in the environment C2. I am capable of linking and critically analyzing the relationship between the different stages of the plastic life cycle with their harmful effects to both humankind and the environment C3. I understand that the increase in both plastic production and consumption generates health, environmental and social conflicts and I am able to discuss them C4. I can analyze different ways of tackling the plastic conflict with critical thinking and… C4.1. from a scientific perspective C4.2. from a social perspective C4.3. from an environmental perspective C4.4. from a health perspective	C1. I can discuss the beneficial and harmful effects in human bodies of the use of extended and continuous-use oral contraceptives from a critical point of view C2. I can draw a link between the suppression of the menstrual cycle and the historical stigmatization of menstruation, and I can give grounded arguments about it C3. I understand that the use of oral contraceptives in suppressing the menstrual cycle generates scientific, health, environmental and gender conflicts and I am capable of discussing them C4. I can think about different ways of coping with the conflict about the use of oral contraceptives to suppress the menstrual cycle… C4.1. from a scientific perspective C4.2. from a gender perspective C4.3. from an environmental perspective C4.4. from a health perspective
*3. Open questions*(added in the post-intervention questionnaire)
1. If you had to carry out this PBL again, is there anything that you would like to be different? 2. After these weeks, do you feel you have gained resources to talk about the subject from a critical and a grounded perspective? Do you feel this case should have been oriented in a different way? 3. Do you feel like you have learned about different concepts related to biology in a transversal manner? Please explain in which ways (if at all) this experience has enriched you

PBL-SDG1: Global crisis on plastics	PBL-SDG2: Contraceptive pills
1. Knowledge acquisition (1, I don’t know; 2, I have some idea; 3, I know it; 4, I can explain it to a colleague)
Q1. What are plastics, and what types of plastics exist?Q2. What is the lifecycle of plastics?Q3. What is the Stockholm Convention?Q4. What are POPs (Persistent Organic Pollutants)?Q5. Which is the relationship between plastics and POPs?Q6. How do plastics enter the human body?Q7. Which are the molecular and physiological effects of plastics in our bodies?Q8. How do plastics get into both aquatic and terrestrial food webs?Q9. How do plastics alter ecosystems?Q10. In which ways does each one of the different parts of the plastic cycle affect people and the environment?Q11. What are the existing strategies to manage the plastics conflict?	Q1. How does the physiology of the menstrual cycle work?Q2. Which effects do the menstrual cycle hormones have on other organs and systems of the human body?Q3. What types of oral contraceptives exist?Q4. What is the chemical composition of the existing oral contraceptives?Q5. How do oral contraceptives alter the physiology of our body?Q6. What are extended and continuous-use oral contraceptives?Q7. What are the physiological consequences of delaying or stopping the menstrual cycle with extended and continuous-use oral contraceptives?Q8. What are synthetic estrogens?Q9. What are the effects of synthetic estrogens in both aquatic and terrestrial ecosystems? And in humans?
2. Reflecting about the SDGs and SC (0, strongly disagree; 1, disagree; 2, partially disagree; 3, partially agree, 4, agree; 5, strongly agree)
C1. I am able to analyze the plastics conflict by keeping a focus on the production processes, as well as on its consumption, the management of its residues and its presence in the environmentC2. I am capable of linking and critically analyzing the relationship between the different stages of the plastic life cycle with their harmful effects to both humankind and the environmentC3. I understand that the increase in both plastic production and consumption generates health, environmental and social conflicts and I am able to discuss themC4. I can analyze different ways of tackling the plastic conflict with critical thinking and… C4.1. from a scientific perspective C4.2. from a social perspective C4.3. from an environmental perspective C4.4. from a health perspective	C1. I can discuss the beneficial and harmful effects in human bodies of the use of extended and continuous-use oral contraceptives from a critical point of viewC2. I can draw a link between the suppression of the menstrual cycle and the historical stigmatization of menstruation, and I can give grounded arguments about itC3. I understand that the use of oral contraceptives in suppressing the menstrual cycle generates scientific, health, environmental and gender conflicts and I am capable of discussing themC4. I can think about different ways of coping with the conflict about the use of oral contraceptives to suppress the menstrual cycle… C4.1. from a scientific perspective C4.2. from a gender perspective C4.3. from an environmental perspective C4.4. from a health perspective
3. Open questions(added in the post-intervention questionnaire)
1. If you had to carry out this PBL again, is there anything that you would like to be different?2. After these weeks, do you feel you have gained resources to talk about the subject from a critical and a grounded perspective? Do you feel this case should have been oriented in a different way?3. Do you feel like you have learned about different concepts related to biology in a transversal manner? Please explain in which ways (if at all) this experience has enriched you