Biochemical visual literacy with constructive alignment: Outcomes, assessment, and activities

Several contributions in "Biochemistry and Molecular Biology Education" have highlighted the role of visualization tools and the importance of developing students' visual literacy in biochemistry education. In this forum, the authors suggest that more focus is needed on the assessment...

Full description

Saved in:
Bibliographic Details
Published in:Biochemistry and molecular biology education 2013-03, Vol.41 (2), p.67-69
Main Authors: Herráez, Angel, Costa, Manuel João
Format: Article
Language:English
Subjects:
Alignment (Education)
Assessment and the design of probes for student understanding and learning
assessment of educational activities
Audiovisual Aids
Behavioral Objectives
Biochemistry
Biochemistry - education
contributions from cognitive science and educational psychology to student learning
Humans
molecular graphics and representations
molecular visualization
Proteins - chemistry
Science Instruction
Science Tests
Student Evaluation
Undergraduate Students
Visual Aids
Visual Literacy
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Several contributions in "Biochemistry and Molecular Biology Education" have highlighted the role of visualization tools and the importance of developing students' visual literacy in biochemistry education. In this forum, the authors suggest that more focus is needed on the assessment of student learning, and they advance "constructive alignment" as a working framework. Beyond considering which visual resources to use in teaching, the authors argue that biochemical visual literacy requires: (1) The setting of clearly defined outcomes related to the biochemical concepts that involve visual literacy; (2) Adequate assessment tests and programs; and (3) Careful consideration on how to integrate visual tools and resources in order to help students achieve the intended learning outcomes. (Contains 1 figure.)
ISSN:1470-8175
1539-3429
DOI:10.1002/bmb.20678