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Using Threshold Concepts To Improve BMB Instruction – An Evidence Based Approach
Author(s) -
Loertscher Jennifer,
Lewis Jennifer,
Minderhout Vicky,
Xu Xiaoying
Publication year - 2016
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.30.1_supplement.104.3
Subject(s) - implementation , computer science , engineering ethics , mathematics education , psychology , engineering , programming language
Threshold concepts (TCs) as a theoretical framework was proposed by Meyer and Land as a means to improve instruction by focusing on those concepts that would move students from novice to expert understanding of a discipline. TCs are concepts that, when mastered, represent a transformed understanding of a discipline, without which the learner cannot progress. We identified five TCs for biochemistry through a collaborative effort involving over 70 faculty members and 50 undergraduate students at five diverse institutions. The TCs are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. Experts deemed these concepts important for understanding biochemistry and students exhibited limited understanding of the concepts. Efforts are underway to develop instructional materials and assessment instruments for these TCs. Specifically, we have analyzed student responses from assessment instruments related to steady state and the thermodynamics of structure formation piloted at diverse institutions in the United States in order to inform development of instructional materials. Ultimately data collected from these implementations will be used in a feedback loop to revise instructional materials and improve teaching and learning in undergraduate biochemistry courses. Support or Funding Information National Science Foundation DUE‐1224868