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Writing throughout the biochemistry curriculum: Synergistic inquiry‐based writing projects for biochemistry students
Author(s) -
Mertz Pamela,
Streu Craig
Publication year - 2015
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.20914
Subject(s) - teamwork , curriculum , complementarity (molecular biology) , mathematics education , perception , cooperative learning , critical thinking , psychology , pedagogy , medical education , biochemistry , chemistry , teaching method , biology , political science , medicine , genetics , neuroscience , law
This article describes a synergistic two‐semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant proposal. Both projects involve multiple drafts and peer review. The complementarity of the projects increases student exposure to bioinformatics and literature resources, fosters higher‐order thinking skills, and develops teamwork and communication skills. Student feedback and responses on perception surveys demonstrated that the students viewed both projects as favorable learning experiences. © 2015 by The International Union of Biochemistry and Molecular Biology, 43:408–416, 2015.