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Direct linkOrgill, MaryKay; Bussey, Thomas J.; Bodner, George M. – Chemistry Education Research and Practice, 2015
Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry…
Descriptors: Biochemistry, Science Instruction, College Faculty, Logical Thinking
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
Southard, Katelyn M.; Espindola, Melissa R.; Zaepfel, Samantha D.; Bolger, Molly S. – International Journal of Science Education, 2017
When conducting scientific research, experts in molecular and cellular biology (MCB) use specific reasoning strategies to construct mechanistic explanations for the underlying causal features of molecular phenomena. We explored how undergraduate students applied this scientific practice in MCB. Drawing from studies of explanation building among…
Descriptors: Molecular Biology, Biology, Science Instruction, Qualitative Research
Tarhan, Leman; Ayyildiz, Yildizay – Journal of Biological Education, 2015
The effect of problem-based learning (PBL) applications in an undergraduate biochemistry course on students' interest in this course was investigated through four modules during one semester. Students' views about active learning and improvement in social skills were also collected and evaluated. We conducted the study with 36 senior students from…
Descriptors: Problem Based Learning, Undergraduate Study, College Science, Biochemistry
Höst, Gunnar E.; Anward, Jan – International Journal of Science Education, 2017
Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology.…
Descriptors: Language Usage, Science Instruction, Semi Structured Interviews, Student Attitudes
Student Conceptions about Energy Transformations: Progression from General Chemistry to Biochemistry
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
