Development and use of a construct map framework to support teaching and assessment of noncovalent interactions in a biochemical context

Abstract

Noncovalent interactions are difficult for students to conceptualize throughout the undergraduate chemistry sequence, which results in misconceptions that can make mastering complex biochemistry concepts difficult. In an effort to elevate the quality of teaching and learning in this area, a construct map was developed that outlines a common learning trajectory of the physical basis of interactions. Utilizing this guideline, a series of activities and assessments were created and implemented by a biochemistry educator who participated in the iterative workshops that developed the construct map. We have analyzed students' responses to newly‐developed instructional materials and exam questions and have characterized themes related to students' understanding of noncovalent interactions. We ultimately hope to gain insights that will result in further changes in teaching practice to better support student learning. This work highlights the interplay of research and practice in undergraduate level biochemistry curriculum. Support or Funding Information National Science Foundation DUE‐1224868 This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Biology reading literacy: measurement and empowerment through circ learning model

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Mapping research on biochemistry education: A bibliometric analysis

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Intermolecular π–π Stacking Interactions Made Visible

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