CHED 1445 |
| Student's abilities to transfer biochemical concepts relating to protein structure were revealed through diagrammatic representations and written self-explanations. Participants were undergraduate pre-allied health science majors enrolled in a ‘Fundamentals of Biochemistry' course. Data from a preliminary study revealed that very few students visualized molecular-level details associated with protein structure both before and after a unit on biochemistry. In the current study, it was found that the population of interest tended toward an object-based learning style, rather than spatial, implying that the participants typically preferred to view dynamic processes as static “snapshots.” Three measures of knowledge transfer were assessed (near, intermediate, and high-resolution). Student-derived explanations, descriptions, or representations revealed underlying misconceptions held deeply by the students that became increasingly apparent as the level of transfer increased. The results of this study will be presented with emphasis upon misconceptions revealed during the various stages of transfer. |
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Chemistry Education Research
8:30 AM-11:55 AM, Tuesday, April 8, 2008 Hilton New Orleans Riverside -- HEC A, Oral
Division of Chemical Education |