This article explores how undergraduate students integrate knowledge in molecular biology. Analysis of interviews with introductory-level and upper-division students revealed patterns in how students sorted and connected ideas about DNA transcription, translation, and replication. Findings include differences in the nature of how students connected ideas.

Data interpretation is an important skill that should be developed within undergraduate biology courses. The authors present instruction in which students collaborate to understand authentic data using biological models. Research in this classroom utilized real-time student dialogues to reveal students’ data-interpretation strategies.