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Using assessment data to direct instructional practices in the biochemistry classroom
Author(s) -
Loertscher Jennifer,
Minderhout Vicky,
Lewis Jennifer,
Villafane Sachel
Publication year - 2010
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.24.1_supplement.530.2
Subject(s) - coursework , preparedness , mathematics education , medical education , energy (signal processing) , chemistry , psychology , medicine , political science , mathematics , statistics , law
Recent recommendations by professional societies and federal scientific agencies encourage college and university instructors to consider making changes in the content and structure of their biochemistry courses. Although much evidence exists to support the use of active learning strategies in the classroom, less is known about specific content knowledge that students bring from prior coursework into the biochemistry classroom. Prior knowledge is both expected and built upon in biochemistry courses. We are currently developing an instrument to measure student retention of general chemistry and general biology knowledge in key concept areas. The areas chosen for study are associated with common student misconceptions that chemistry and biology faculty have observed. While our instrument is in early stages of development, we are able to draw some conclusions about the preparedness of students in discrete aspects of prior knowledge. Specifically, preliminary data give new insight into student understanding of foundational concepts including bond energy, intermolecular forces, pKa, free energy changes, and protein structure. Data resulting from this study could guide curricular reform in the future.