Probing and Improving Student's Understanding of Protein a-Helix Structure Using Targeted Assessment and Classroom Interventions in Collaboration with a Faculty Community of Practice

The increasing availability of concept inventories and other assessment tools in the molecular life sciences provides instructors with myriad avenues to probe student understanding. For example, although molecular visualization is central to the study of biochemistry, a growing body of evidence sugg...

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Bibliographic Details
Published in:Biochemistry and molecular biology education 2014-05, Vol.42 (3), p.213
Main Authors: Loertscher, Jennifer, Villafañe, Sachel M, Lewis, Jennifer E, Minderhout, Vicky
Format: Article
Language:English
Subjects:
Active Learning
Biochemistry
Class Activities
College students
Communities of Practice
Community Relations
Comprehension
Data Analysis
Educational Facilities Improvement
Fundamental Concepts
Instructional Effectiveness
Learning Activities
Molecular Biology
Molecular Structure
Pretests Posttests
Proteins
Science education
Science Instruction
Scientific Concepts
Student Improvement
Teacher Collaboration
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Summary:The increasing availability of concept inventories and other assessment tools in the molecular life sciences provides instructors with myriad avenues to probe student understanding. For example, although molecular visualization is central to the study of biochemistry, a growing body of evidence suggests that students have substantial limitations in their ability to recognize and interpret basic features of biological macromolecules. In this study, a pre/posttest administered to students at diverse institutions nationwide revealed a robust incorrect idea about the location of the amino acid side chains in the protein a-helix structure. Because this incorrect idea was present even after a semester of biochemistry instruction at a range of institutions, an intervention was necessary. A community of expert biochemistry instructors collaborated to design two active learning classroom activities that systematically examine a-helix structure and function. Several participating faculty used one or both of the activities in their classrooms and some improvement of student understanding of this concept was observed. This study provides a model of how a community of instructors can work together using assessment data to inform targeted changes in instruction with the goal of improving student understanding of fundamental concepts.
ISSN:1470-8175
1539-3429
DOI:10.1002/bmb.20787