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Content in the Educational Era of Process
Author(s) -
Voet Judith G.,
Voet Donald
Publication year - 2012
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.26.1_supplement.96.1
Subject(s) - presentation (obstetrics) , content (measure theory) , process (computing) , engineering ethics , pedagogy , psychology , mathematics education , chemistry , computer science , engineering , medicine , mathematics , mathematical analysis , radiology , operating system
We have spent our academic careers focusing on biochemistry content delivery, both as lecturers and as textbook authors. Our philosophy has been that if the professor provides an enthusiastic and interesting presentation of the material that s/he believes is most important for the student to master, the student will be motivated to master that material. We have depended on prior education to provide the student with the appropriate study skills. As editors of BAMBED we have noticed changes in the educational focus from content delivery to the process by which students learn. In addition, both the amount and the specific nature of the content that students are expected to learn are changing. As editors, we have encouraged those who maintain a concern for content to develop ways to provide this content through innovative processes, both in the classroom and in assignments. We will talk about how we see both the content and process of biochemistry and molecular biology evolving.