How Four Scientists Integrate Thermodynamic and Kinetic Theory, Context, Analogies, and Methods in Protein-Folding and Dynamics Research: Implications for Biochemistry Instruction

Jeffery, Kathleen A.; Pelaez, Nancy; Anderson, Trevor R.

doi:10.1187/cbe.17-02-0030

Cited by 6 publications

(30 citation statements)

References 47 publications

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“…Therefore, the overarching goal of the work presented here is to examine expert practice and use the findings to identify useful instructional strategies. This article extends previous work, which modeled how four research scientists explain protein folding and dynamics research , by exploring how the same scientists use spoken language in concert with ERs and gestures to describe their research. Using the conceptual–reasoning–mode (CRM) model as a framework, we focus on the use of two archetypical ERs related to protein folding and dynamics, found in biochemistry textbooks.…”

Section: Introductionmentioning

confidence: 72%

“…The experts' research projects, described in Jeffery et al . , stretch from elucidating enzyme mechanisms (Beaker), understanding globular protein stability (John), improving protein drug shelf life (Gertrude), and developing protein dynamics simulations (William). The current research was approved by an Institutional Review Board (#1511016694).…”

Section: Methodsmentioning

confidence: 99%

“…As described in Jeffery et al . , the MACH model was used to structure an interview protocol to focus on four aspects previously identified in scientists' explanations of mechanisms: research methods, analogies, context, and how the phenomenon operates. Semistructured interviews were employed to explore individuals' ideas in greater depth and probe for additional details or clarifications.…”

Section: Methodsmentioning

confidence: 99%

“…The authors recognize that using an ER to communicate experimental methods serves a different purpose compared to textbook ERs which typically aim to communicate knowledge about structures or processes. However, during analysis, we were struck by how these experts easily combined discussion of experimental methods and data with ERs like those found in textbooks to relate phenomena to their social and experimental contexts . We believe this process was likely made easier by the narrative‐like structure of the experts' explanations, which is quite different from the often dense writing of textbooks.…”

Section: Implications For Teaching and Learningmentioning

confidence: 99%

“…We wonder how the incorporation of methods in the instruction of biochemistry may affect student understanding, particularly in relation to abstract concepts like energy. In a previous study , we characterized how the same set of experts explained thermodynamic and kinetic concepts in different ways that aligned with their research methods. John, for example, used kinetics‐based methods and considered free energy and stability from a temporal perspective, interweaving time, frequency, and population with the idea of a protein “jiggling” in and out of particular conformations .…”

Section: Implications For Teaching and Learningmentioning

confidence: 99%

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Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design

Jeffery

Pelaez

Anderson

2019

Biochem Molecular Bio Educ

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Biochemistry textbooks often provide a disconnected, highly mathematical, and decontextualized treatment of thermodynamic and kinetic principles, which renders topics like protein folding difficult to teach. This is concerning given that graduates entering careers, like the pharmaceutical industry, must be able to apply such knowledge and related research methods to solve biochemistry research problems. Thus, it is essential that instructors have strategies to incorporate research methods and representations to help students understand the source of such scientific knowledge. Therefore, the goal of our work is to examine expert practice and use the findings to identify instructional strategies to incorporate more cutting-edge research and authentic ways of knowing into science classrooms and textbooks.Toward this goal, we examined how four scientists explain protein folding and dynamics research, focusing on the interaction of spoken language and representations, including gesture. Our analysis indicates that experts employ multiple representations and research methods to communicate how evidence can be used to understand phenomena. In contrast, textbooks explain what is known but seldom use representations to explain how it is known. Based on our findings, we suggest implications for instruction, including the design of textbooks, as well as potential instructional strategies to incorporate discussion of experimental methods and interpretation of representations during classroom activities.

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Section: Introductionmentioning

confidence: 72%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Implications For Teaching and Learningmentioning

confidence: 99%

Section: Implications For Teaching and Learningmentioning

confidence: 99%

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Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design

Jeffery

Pelaez

Anderson

2019

Biochem Molecular Bio Educ

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Using Data to Identify Anticipated Learning Outcomes for New and Existing Curricula

Bowe

Irby

2022

Trends in Teaching Experimentation in the Life Sciences

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Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE

2019

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A course-based undergraduate research experience (CURE) is a teaching approach aimed at developing students' ability to conduct novel research. Although students' perceptions of their learning during CUREs may not reflect actual student learning, such surveys provide a convenient and useful metric for course evaluation. Instructors can use survey findings both to improve instruction and to identify areas of student difficulty. Although various reports have presented data on student perceptions of CUREs, these have not delved deeply into students' perceived knowledge, experience, and confidence (KEC) regarding specific research abilities that instructors anticipate students will develop. This study addresses this issue by investigating changes in students' perceived KEC regarding previously identified anticipated learning outcomes (ALOs) for the biochemistry authentic scientific inquiry laboratory (BASIL) CURE. The following research questions were addressed: How do students' perceptions of KEC for specific ALOs change during a BASIL CURE course? How do student perceptions of their KEC regarding specific BASIL ALOs vary across different implementations of BASIL CURE courses? To answer these questions, a participant perception indicator (PPI) survey was used to measure students' KEC for the BASIL ALOs. Participants were students in one of 10 courses implementing the BASIL CURE at seven different academic institutions. Student pooled response data across all implementations showed significant gains in their KEC, with large effect sizes. Furthermore, differences in students' KEC were detected between course implementations. These findings will provide instructors of the BASIL CURE and potentially other CUREs with a useful framework for the focus of assessment design and the consequent identification and remediation of student difficulties related to the various research abilities or ALOs.

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How Four Scientists Integrate Thermodynamic and Kinetic Theory, Context, Analogies, and Methods in Protein-Folding and Dynamics Research: Implications for Biochemistry Instruction

Cited by 6 publications

References 47 publications

Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design

Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design

Using Data to Identify Anticipated Learning Outcomes for New and Existing Curricula

Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE

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