Premium
Fostering remembering: the use of outside of class activities to link learning to prior knowledge (618.14)
Author(s) -
Taylor Ann,
Novak Walter
Publication year - 2014
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.28.1_supplement.618.14
Subject(s) - class (philosophy) , mathematics education , function (biology) , chemistry , computer science , psychology , biochemistry , artificial intelligence , biology , genetics
The constructivist model of learning is that concepts are built in the mind of the learner. Biochemistry is a cumulative field, and builds on concepts from general chemistry, organic chemistry, and general biology. The hypothesis of this study is that by correcting errors in these underlying concepts and connecting biochemistry learning to prior concepts will cause better understanding of both the prerequisite knowledge and biochemistry. Students completed activities either targeted at key prerequisite concepts or control activities on a weekly basis. Targeted concepts included equilibrium, bond energy, acid/base chemistry, hydrogen bonding, free energy, stereoisomers, protein function, and alpha helices. Performance was evaluated on a pre/post test of the targeted concepts and on specific questions of a biochemistry final exam. Grant Funding Source : Supported by NSF‐TUES grant #1140711