NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Type
Journal Articles11
Tests/Questionnaires11
Reports - Research9
Reports - Descriptive2
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Cheng-Wen He; Logan Fiorella; Paula P. Lemons – Educational Psychology Review, 2025
This study tested competing theories about the effectiveness of different instructional sequences for learners with different levels of prior knowledge. Across two classroom experiments, undergraduates learned about noncovalent interactions in biochemistry by either receiving explicit instruction before problem-solving (I-PS group) or engaging in…
Descriptors: Instructional Effectiveness, Problem Solving, Prior Learning, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Putica, Katarina B. – Research in Science Education, 2023
Previous studies noted the scantiness of diagnostic instruments for the assessment of students' understanding of fundamental biochemistry concepts. Consequently, within this study, a four-tier test for the examination of secondary school students' conceptual understanding of amino acids, proteins, and enzymes has been developed. Items in the test…
Descriptors: Test Construction, Test Validity, Secondary School Students, Science Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Schmitz, Gabriela L.; Nogara, Pablo A.; Medina, Natiéle; da Rocha, João Batista T.; Vargas Barbosa, Nilda; Segatto, Ana Lúcia A.; Oliveira, Cláudia S. – Journal of Biological Education, 2022
Enzymes are organic molecules known for their catalytic nature because they accelerate metabolic reactions in organisms. The study of enzyme functions and modes of action is essential to understand Biochemistry. This study aimed to analyse the acetylcholinesterase enzymatic activity, as well as the enzymatic inhibition mechanism in practical…
Descriptors: Science Instruction, Metabolism, Biochemistry, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Arik, Merve; Topçu, Mustafa Sami – Journal of Science Education and Technology, 2022
Studies maintain that computational thinking (CT) is associated with science content and scientific processes as well as with many disciplines. It is thought that designing teaching processes in which science and CT processes take place together makes science learning more meaningful. With this in mind, in this study, the researchers integrated…
Descriptors: Computation, Thinking Skills, Science Process Skills, Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
Rutter, Charles; Pancorbo, Jennifer – Chemical Engineering Education, 2020
Fermentation is responsible for the production of myriad products across a variety of industrial sectors. In particular, the biomanufacturing industry requires a labor force proficient in fermentation and its associated technologies to drive the production of recombinant protein therapeutics. This paper describes the development of a course that…
Descriptors: Biotechnology, Manufacturing Industry, Biochemistry, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Howell, Michelle E.; Booth, Christine S.; Sikich, Sharmin M.; Helikar, Tomáš; van Dijk, Karin; Roston, Rebecca L.; Couch, Brian A. – Biochemistry and Molecular Biology Education, 2020
Ensuring undergraduate students become proficient in relating protein structure to biological function has important implications. With current two-dimensional (2D) methods of teaching, students frequently develop misconceptions, including that proteins contain a lot of empty space, that bond angles for different amino acids can rotate equally,…
Descriptors: Undergraduate Students, College Science, Scientific Concepts, Concept Formation
Peer reviewed Peer reviewed
Direct linkDirect link
Lindgren, Robb; Morphew, Jason W.; Kang, Jina; Planey, James; Mestre, José P. – Journal of Educational Psychology, 2022
Science students frequently struggle to apply crosscutting concepts such as scale or rates of change, and do not always effectively differentiate between linear and nonlinear processes. We approach this challenge from an embodied cognition perspective, which suggests learning can be facilitated by engaging students in physical activities that are…
Descriptors: Transfer of Training, Science Education, Scientific Concepts, Schemata (Cognition)
Peer reviewed Peer reviewed
Direct linkDirect link
Cooper, Robert A. – American Biology Teacher, 2015
This paper presents an activity that engages students in model-based reasoning, requiring them to predict the behavior of the trp and lac operons under different environmental conditions. Students are presented six scenarios for the "trp" operon and five for the "lac" operon. In most of the scenarios, specific mutations have…
Descriptors: Biology, Models, Prediction, Vignettes
Peer reviewed Peer reviewed
Direct linkDirect link
Bussey, Thomas J.; Orgill, MaryKay – Chemistry Education Research and Practice, 2015
Biochemistry instructors often use external representations--ranging from static diagrams to dynamic animations and from simplistic, stylized illustrations to more complex, realistic presentations--to help their students visualize abstract cellular and molecular processes, mechanisms, and components. However, relatively little is known about how…
Descriptors: Biochemistry, Science Instruction, Scientific Concepts, Concept Formation
Peer reviewed Peer reviewed
Direct linkDirect link
Szeberenyi, Jozsef – Biochemistry and Molecular Biology Education, 2011
Mitochondria are surrounded by two membranes (outer and inner mitochondrial membrane) that separate two mitochondrial compartments (intermembrane space and matrix). Hundreds of proteins are distributed among these submitochondrial components. A simple biochemical/immunological procedure is described in this test to determine the localization of…
Descriptors: Scientific Concepts, Science Education, Biochemistry, Problem Solving
Peer reviewed Peer reviewed
Direct linkDirect link
Wolfson, Adele J.; Rowland, Susan L.; Lawrie, Gwendolyn A.; Wright, Anthony H. – Chemistry Education Research and Practice, 2014
Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is "energy." Most previous work on students' conception of energy…
Descriptors: Science Instruction, Scientific Concepts, Concept Formation, Energy