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The Yin and Yang of biochemistry education: Using physical models to teach the process of science
Author(s) -
Herman Tim,
Colton Shan,
Franzen Margaret
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.539.3
Subject(s) - beauty , subject (documents) , process (computing) , function (biology) , physical science , chemistry , cognitive science , engineering ethics , nanotechnology , epistemology , mathematics education , computer science , psychology , engineering , philosophy , biology , library science , genetics , materials science , operating system
We would like biochemistry students to build their understanding of the invisible molecular world on a solid foundation of chemistry, physics and the "big ideas" of biology. But at the same time that biochemistry instruction should be anchored to these broad, overarching concepts (the Yin), the devil is in the details (the Yang). Science moves from being merely "interesting" to being "fascinating" as students understand enough of the subject to begin to appreciate the details underlying complex molecular mechanisms, as well as the process of science that has revealed these details. The challenge to educators is to initially capture students' interest in the subject, and to keep them engaged long enough to begin to see the beauty and the molecular logic of living systems that is revealed in the details. Our recent experience suggests that accurate, physical models of molecular structures‐‐‐ based on atomic coordinates and constructed by 3D printing technology ‐‐‐ can play an important role in both the Yin and Yang of biochemistry education. The models initially capture students' interest, and keep them engaged long enough to stimulate more sophisticated, detailed questions regarding molecular structure and function. This work is supported by an NSF‐CCLI Award 0618688.