Improving students' understanding of carbohydrate metabolism in first-year biochemistry at tertiary level

Anderson, Trevor R.; Grayson, Diane J.

doi:10.1007/bf02356323

Cited by 21 publications

(38 citation statements)

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“…Such a question clearly encourages the memorization of facts and does not require the students to demonstrate their understanding of the functioning of a metabolic pathway. In contrast, I have used the following type of question in my metabolism course [20], which requires extensive understanding of the functioning of a pathway, including transfer and application of knowledge of thermodynamics and kinetics, to solve the problem.…”

Section: Questionmentioning

confidence: 99%

“…Since many students have a background of rote learning from their earlier education, the sudden expectation that students should think and reason out cognitively demanding problems can be a stressful experience for them [20]. Therefore, care should be taken to gradually introduce students to assessment that requires a deep approach to learning and to ensure that they are given plenty of practice at answering such questions.…”

Section: Questionmentioning

confidence: 99%

“…Other components of my PCK regarding metabolism would, for example, include the use of animations to illustrate chemical and cellular processes; the use of thermodynamics and kinetics principles and calculations to explain metabolic regulation, reaction direction, rate, etc; the use of concept maps [25] to develop students' integrated knowledge of metabolic concepts; the use of examples of enzyme inhibitors or gene mutations to understand how pathways respond to stress; and the use of unseen pathways and biotechnology processes to develop students' ability to transfer and apply their knowledge of metabolic principles to novel situations. Considering my past research on student difficulties with metabolism (see for example [20] and [26]), I would also present to colleagues how I believe such difficulties could be prevented or remediated during teaching.…”

Section: Pedagogical Content Knowledge (Pck): What We Teach and Assesmentioning

confidence: 99%

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Bridging the educational research‐teaching practice gap

Anderson

2007

Biochem Molecular Bio Educ

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Student assessment, in all its forms, is central to the educational process. In this paper in the series, ''Bridging the Gap'', I describe how assessment can be used as a powerful instrument for influencing how and what students learn and how and what instructors teach in a manner that is conducive to educationally sound curriculum change and improvement. In this way assessment is seen as a useful strategy for colleagues interested in bridging the gap between educational research and its application in teaching practice.

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Section: Questionmentioning

confidence: 99%

Section: Questionmentioning

confidence: 99%

Section: Pedagogical Content Knowledge (Pck): What We Teach and Assesmentioning

confidence: 99%

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Bridging the educational research‐teaching practice gap

Anderson

2007

Biochem Molecular Bio Educ

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“…O processo de aprendizagem de bioquímica tem sido foco direto ou indireto de várias pesquisas [1][2][3][4][5][6][7][8][9]. Dentre os estudos desenvolvidos, o enfoque nas Representações Externas (ERs), que constituem elementos visuais com relações espaciais que retratam os fenômenos do mundo externo aos indivíduos [1,10], destaca-se como uma vertente importante para a aprendizagem de Bioquímica, uma vez que o entendimento dos conteúdos bioquímicos baseia-se de forma acentuada nos instrumentos visuais.…”

Section: Introductionunclassified

Desenvolvimento e avaliação de uma ferramenta para diagnóstico de Literacia Visual, contextualizada no Ensino de Metabolismo

Santos

Oliveira²,

Garzón³

et al. 2013

Rev. Ens. Bioq.

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ResumoAs Representações Externas (ERs), que constituem elementos visuais com relações espaciais que retratam os fenômenos do mundo externo aos indivíduos, têm sido apontadas como importantes elementos no processo de aprendizagem de Bioquímica, sendo usadas frequentemente de forma complementar à descrição de fenômenos bioquímicos complexos. Quando introduzidos ao estudo da Bioquímica, os alunos são expostos a um universo novo de representações externas usadas para ilustrar processos que ocorrem no nível molecular. A construção de tais modelos é baseada no uso de abstração e do raciocínio lógico. A dificuldade na compreensão de tais modelos pode se constituir numa barreira para o aprendizado de conteúdos da Bioquímica. No presente trabalho descreve-se o desenvolvimento e implementação de um teste de diagnóstico das habilidades de visualização necessárias para a compreensão das representações de vias metabólicas. Os resultados obtidos mostram que a ferramenta desenvolvida pode ser útil para professores diagnosticarem o nível de compreensão das representações de vias metabólicas. Palavras-chave: Vias Metabólicas, Literacia Visual, Questionário de Diagnóstico AbstractMetabolic Pathways Visualization Skill Test: Development and Evaluation. External Representations (ERs) have been reported as important aids in Biochemistry learning process, and it is quite often having ERs to help better describe complex biochemical phenomena. When introduced to the biochemistry, students are also introduced to a whole new world of ERs, used to represent processes that happen at a molecular level. The construction of models is based in abstraction and logical reasoning, and difficulties in understanding such models seem hamper to understand biochemical contents. This article describes the development and implementation of a Metabolic Pathways Visualization Skill diagnoses test. The results obtained shows that the developed tool can be useful to help instructors to diagnosis their students' visualization skills related to the metabolic pathways. Os dados aqui apresentados se referem a dois momentos principais da pesquisa: Keywords(2.1) a construção do questionário e a (2.2) aplicação do questionário. A construção do questionárioDurante o período de construção do questionário de diagnóstico da aprendizagem as etapas executadas foram (1) a definição das habilidades de visualização fundamentais para a compreensão de representações externas de vias metabólicas, (2) a produção, equalização e validação de questões que diagnosticassem as habilidades de visualização fundamentais para a compreensão de Representações Externas de vias metabólicas, (3) a utilização do processo de calibração questões-alunos (Modelo de Rasch), a fim de obter dados sobre a dificuldade das questões e as habilidades dos alunos, (4) a produção de um questionário para diagnóstico das habilidades de visualização fundamentais para compreensão de representações externas de vias metabólicas e (5) a aplicação do questionário em turmas com diferentes perfis para o diagnóstico d...

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“…Students say that biochemistry is a difficult course, in which concepts to study are too many. Moreover, the concepts are irrelevant to students' life and careers (Anwar et al, 2013;Varghese et al, 2012; Afsar & Han, 2014;Anderson & Grayson, 1994;Fulton et al, 2012). In addition, there is no method that is capable of integrating study and laboratory work during learning implementation and assessment (Anwar et al, 2017).…”

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confidence: 99%

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

Anwar¹,

Senam²,

Laksono³

2018

INT J INSTRUCTION

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The implementation of KKNI curriculum in Indonesia requires meaningful learning-so does the biochemistry learning. In the mean time, biochemistry learning is constrained by the fact that its implementation and assessment have yet to be integrated with classroom learning and laboratory works. The Orientation/Decision/Do/Discuss/Reflect (OD3R) method seeks to integrate the elements and makes biochemistry learning meaningful. The implementation of the OD3R method in 4 universities in Indonesia (N = 216) shows that this method can help students to integrate information obtained from lectures by writing good laboratory reports, improve practical skills, and improving students' scientific attitudes. Each stage in the OD3R method meets cognitive, affective, and psychomotor domains in the biochemistry learning. More details on the OD3R method and its assessment are described in this paper.Keywords: biochemistry learning, laboratory work report, practical skills, scientific attitudes, meaningful learning INTRODUCTIONSince 2012, curriculum of higher education in Indonesia has changed by using the Indonesian National Qualification Framework (KKNI). This change is based on the concept of four education pillars, namely 'learning to know', 'learning to do', 'learning to be', and 'learning to live together' that are initiated by the United Nations Educational, Scientific and Cultural Organization (UNESCO). With KKNI, learning 18Meaningful Biochemistry Learning Using the Orientation … International Journal of Instruction, July 2018 • Vol.11, No.3 outcomes are expected to not only consist of knowledge but also attitudes and skills. This also happens to chemistry curriculum in higher education.Biochemistry is a course that must be taken by undergraduate students of chemistry and chemistry education programs. However, there are problems in the learning process. Students say that biochemistry is a difficult course, in which concepts to study are too many. Moreover, the concepts are irrelevant to students' life and careers (Anwar et al., 2013;Varghese et al., 2012; Afsar & Han, 2014;Anderson & Grayson, 1994;Fulton et al., 2012). In addition, there is no method that is capable of integrating study and laboratory work during learning implementation and assessment (Anwar et al., 2017).Laboratory work in biochemistry learning does not only serve to prove theories but also to stimulate and to improve skills for lifelong learning (Ottander & Greelson, 2006;Hofstein et al., 2008;Kelly & Finlayson, 2007). Until now, traditional methods remain the only choice for implementation of laboratory work. Students only duplicate methods, record investigation results, and note down the results on reports to which teaching assistants and lecturers never give feedback. To date, there is no method that integrates classroom learning and laboratory works in biochemistry learning implementation and assessment in Indonesia.Previous research has been developed to improve the implementation of laboratory works. Science Writing Heuristic (SWH) method explic...

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Improving students' understanding of carbohydrate metabolism in first-year biochemistry at tertiary level

Cited by 21 publications

References 9 publications

Bridging the educational research‐teaching practice gap

Bridging the educational research‐teaching practice gap

Desenvolvimento e avaliação de uma ferramenta para diagnóstico de Literacia Visual, contextualizada no Ensino de Metabolismo

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

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