Bridging the educational research‐teaching practice gap

Abstract

There is a large body of educational research results available in the science education literature that could be usefully applied for the improvement of teaching practice in biochemistry and molecular biology. Unfortunately, for a great variety of reasons, such applications are relatively limited in our discipline. In this first paper in the series, ''Bridging the Gap'', I describe some of the barriers that are hampering the bridging of this gap and suggest some possible strategies that colleagues might wish to try in order to promote the wider use of this excellent educational resource.

Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses

“…To our knowledge, this is the first report of such a rapid and significant deterioration in students' learning strategy and serves to highlight the urgent need to address the way biochemistry (and other science subjects) are taught and assessed in tertiary institutions . Raising the awareness of faculty to the expanding body of educational research on learning and assessment, specifically the impact it has on our students will be key to promoting positive change .…”

“…Assessment varied significantly with BIOC1600 emphasizing communication including a science drama project, two laboratory practicals, and in‐class active quizzes, whilst BIOC1001 traditionally incorporated a 2‐hour examination and 1 hour mid‐term test. A science education consultant with a background in biochemistry collaborated with faculty in the course design and delivery of BIOC1600 as an effective strategy for encouraging innovative practice and new pedagogical approaches, as recommended previously .…”

“…In the absence of such stimulation, students often default to the surface approach of memorization without cognition . This is often accentuated by an exclusively examination‐orientated mode of assessment .…”

“…The incorporation of active learning strategies into undergraduate science courses has been widely recommended to enhance student engagement and promote deep learning . Such strategies require a shift of focus from the teacher to the learner, and are considered better suited to the increasing diversity of learners in university classrooms .…”

“…Here, we present a parallel comparative study of first‐year undergraduate biochemistry courses at the University of Hong Kong. One course used student‐centered active learning with a diverse range of assessment , whilst the other was a traditional lecture/examination based course. A major transition in education in Hong Kong occurred during the 2012–2013 academic year from 7 years of secondary education with 3 years undergraduate studies, to 6 years of secondary with 4 years undergraduate studies.…”