Connecting Protein Structure to Intermolecular Interactions: A Computer Modeling Laboratory

Abualia, Mohammed; Schroeder, Lianne; Garcia, Megan; Daubenmire, Patrick L.; Wink, Donald J.; Clark, Ginevra A.

doi:10.1021/acs.jchemed.5b00910

Cited by 20 publications

(48 citation statements)

References 23 publications

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“…This does not mean that there were no student questions or assignments, but the results were not discussed in regards to student understanding. Other instructors have, however, assessed students’ understanding of topics such as primary and secondary protein structure and intermolecular forces between small molecules . Two authors [57, p. 210] stated that “Instructors should make sure to explicitly discuss the features depicted in a representation.”…”

Section: Discussionmentioning

confidence: 99%

Assessment of students' external representations of mmCIF entries and their biochemical knowledge

Ealy

2018

Biochem Molecular Bio Educ

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An assessment was developed using entries from the macromolecular Crystallographic Information File that was given to students in an upper level bioinformatics class at the end of the semester during a 2½ hour time period. Although all students completed the same questions, they were assessed on an individual protein they had worked on during the semester in the situated learning of the classroom as they completed computer‐based tutorials and exercises using internet sources. The students' difficulties with the external representation of their protein were: not following directions, not understanding how to use the computational software, or a lack of knowledge about their protein. The students also were required to answer questions that required biochemical knowledge. The difficulties they experienced during the assessment can be attributed to factors, such as, their reasoning ability, understanding of the concepts, and the external representations of their protein. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):634–643, 2018.

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Section: Discussionmentioning

confidence: 99%

Assessment of students' external representations of mmCIF entries and their biochemical knowledge

Ealy

2018

Biochem Molecular Bio Educ

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“…Third, electrostatic forces play a crucial role in the structure and stability of biological systems, and the interactions between and within biological systems, which has led researchers to identify electrostatic interactions as a threshold concept in biochemistry, 44 meaning that if students do not possess a deep understanding of noncovalent interactions, they will have difficulties gaining a conceptual understanding of ideas taught in more advanced courses like biochemistry. To develop the activity presented herein, we relied on previous research of student understanding of noncovalent interactions and the structure and stability of DNA 45,46 and noncovalent interactions within proteins 47–49 …”

Section: Introductionmentioning

confidence: 99%

Students' use of chemistry core ideas to explain the structure and stability of DNA

Allred

Farias

Kararo

et al. 2020

Biochem Molecular Bio Educ

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Students tend to think of their science courses as isolated and unrelated to each other, making it difficult for them to see connections across disciplines. In addition, many existing science assessments target rote memorization and algorithmic problem‐solving skills. Here, we describe the development, implementation, and evaluation of an activity aimed to help students integrate knowledge across introductory chemistry and biology courses. The activity design and evaluation of students' responses were guided by the Framework for K‐12 Science Education as the understanding of core ideas and crosscutting concepts and the development of scientific practices are essential for students at all levels. In this activity, students are asked to use their understanding of noncovalent interactions to explain (a) why the boiling point differs for two pure substances (chemistry phenomenon) and (b) why temperature and base pair composition affects the stability of DNA (biological phenomenon). The activity was implemented at two different institutions (N = 441) in both introductory chemistry and biology courses. Students' overall performance suggests that they can provide sophisticated responses that incorporate their understanding of noncovalent interactions and energy to explain the chemistry phenomenon, but have difficulties integrating the same knowledge to explain the biological phenomenon. Our findings reinforce the notion that students should be provided with opportunities in the classroom to purposefully practice and support the use and integration of knowledge from multiple disciplines. Students' evaluations of the activity indicated that they found it to be interesting and helpful for making connections across disciplines.

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“…Em seguida, os constructos mentais (modelos mentais) são expressos utilizando alguma forma de representação (concreto, verbal, visual, gestual ou matemático) e, assim, podem ser acessados por outras pessoas. Diversos autores (Prain & Tytler, 2012;Gilbert, 2013;Abulia et al, 2016;Jiménez-Tenorio, Núñez & Martínez, 2016) ressaltam o uso de ferramentas pictóricas (desenhos) para expressão dos modelos mentais. Nesta perspectiva os próprios estudantes elaboram suas representações de acordo com os seus conhecimentos prévios sobre o fenômeno a ser modelado.…”

Section: Modelagem Tridimensional Na Ciência: Uma Aproximação Com a Munclassified

Modelagem Tridimensional: Reflexões De Futuros Professores De Química Para O Ensino E Aprendizagem Da Interação Enzima-Substrato

Almeida

Bossolani-Kiill

2019

IENCI

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ResumoNo Ensino de Ciências, a participação de estudantes em atividades de modelagem tridimensional tem sido um tema ainda pouco explorado em termos de pesquisa. Neste contexto, a presente investigação teve como objetivo apresentar e discutir as reflexões de futuros professores de química sobre o processo de modelagem tridimensional como estratégia de ensino e aprendizagem da interação enzima-substrato. Para isso, quinze estudantes de uma turma do 7º período do curso de Licenciatura em Química realizaram uma sequência de etapas da modelagem científica propostas na literatura e adaptadas para a modelagem tridimensional. As informações foram geradas por meio de desenhos, entrevistas, relatos pessoais e diário de pesquisa, seguido da transcrição e análise temática. Os resultados apontam que a participação dos estudantes nas atividades de modelagem tridimensional possibilitou: (i) indícios de aprendizagem significativa da interação enzimasubstrato; e (ii) contribuições para a formação docente. Isso no sentido de possibilitar a reflexão sobre as implicações do uso de modelos 3D impressos em suas futuras práticas de ensino. Os apontamentos deste estudo sugerem que o processo de modelagem tridimensional apresentado pode orientar professores e pesquisadores em atividades práticas de construção de conhecimento em sala de aula, sobretudo, podem contribuir para as discussões a respeito da participação de estudantes em atividades de modelagem tridimensional.Palavras-Chave: ensino de química; impressão tridimensional; estratégias de aprendizagem. AbstractThe students' participation in tree-dimensional modeling activities in Science Education has been a topic not yet explored in researches. In this context, the research aimed to present and discuss the reflections of future chemistry teachers' about the three-dimensional modeling process as a strategy for teaching and learning the enzyme-substrate interaction. For this, fifteen students of the 7º period of graduating in Chemistry carried out a sequence of scientific modeling steps proposed in the literature and adapted for tree-dimensional modeling. The information was generated through of drawings, interviews, personal reports and research diary, followed by transcription and thematic analysis. The results show that students' participation in tree-dimensional modeling activities made it possible to: (i) evidence a significant learning on the enzyme-substrate interaction; and (ii) contributions to teacher training. This study was done in order to enable reflection on the implications of the use of 3D printed models design in their future teaching practices. The study notes suggest that the tree-dimensional modeling process presented can guide teachers and researchers in practical activities to build knowledge in the classroom, above all, they can contribute to the discussions about the students participation in modeling activities.

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Connecting Protein Structure to Intermolecular Interactions: A Computer Modeling Laboratory

Cited by 20 publications

References 23 publications

Assessment of students' external representations of mmCIF entries and their biochemical knowledge

Assessment of students' external representations of mmCIF entries and their biochemical knowledge

Students' use of chemistry core ideas to explain the structure and stability of DNA

Modelagem Tridimensional: Reflexões De Futuros Professores De Química Para O Ensino E Aprendizagem Da Interação Enzima-Substrato

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