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Molecular Visualization in the Classroom: Learning Goals and Competencies
Author(s) -
Dries Daniel R.,
Craig Paul A.,
Dean Diane M.,
Listenberger Laura,
Novak Walter R.P.,
Franzen Margaret A
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.666.1
Subject(s) - summative assessment , formative assessment , curriculum , resource (disambiguation) , visual literacy , inclusion (mineral) , information literacy , foundation (evidence) , mathematics education , visualization , psychology , literacy , pedagogy , medical education , engineering ethics , computer science , engineering , political science , medicine , social psychology , artificial intelligence , law , computer network
Biochemical educators agree that visual literacy is an essential tool for learning and as such should be explicitly taught and assessed. However, few resources exist for educators to examine and improve teaching or assessing visual literacy. We have utilized our collective expertise in teaching biomolecular science courses to expand the framework for 3D literacy initially presented by Craig and Bateman. We identify visual literacy skills to be mastered by novices (first year life science students), amateurs (upper division undergraduates) and experts (graduate students or professionals in the field). Moreover, we have begun work to unpack these skills with the goal of facilitating the development of both formative and summative assessments. We encourage the BMB community to use the document presented here to facilitate the inclusion of visualization skills in curriculum development in line with Vision & Change and the ASBMB recommendations. Furthermore, we seek to identify other scientists and educators with an interest in participating in online resource development of 3D literacy materials. Support or Funding Information This material is based upon work supported by the National Science Foundation under award number DUE‐1323414. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.