2014
DOI: 10.1187/cbe.14-04-0066
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Identification of Threshold Concepts for Biochemistry

Abstract: This study describes an iterative process involving faculty and students to identify potential threshold concepts for biochemistry.

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Cited by 109 publications
(132 citation statements)
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References 29 publications
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“…Threshold concepts are distinguished from “key” or “core” concepts, as they are more than mere building blocks toward understanding within a discipline and are tentatively proposed to have five characteristics: they are transformative (occasioning a shift in perception and practice), probably irreversible (unlikely to be forgotten or unlearned), integrative (emerging patterns and connections), often disciplinarily bounded , and troublesome (Meyer and Land, 2006). Threshold concepts in diverse disciplines have been examined, including economics (Davies and Mangan, 2007), chemistry (Park and Light, 2009), biology (Taylor and Cope, 2007), biochemistry (Loertscher et al. , 2014), and computer science (Zander et al.…”
Section: Introductionmentioning
confidence: 99%
“…Threshold concepts are distinguished from “key” or “core” concepts, as they are more than mere building blocks toward understanding within a discipline and are tentatively proposed to have five characteristics: they are transformative (occasioning a shift in perception and practice), probably irreversible (unlikely to be forgotten or unlearned), integrative (emerging patterns and connections), often disciplinarily bounded , and troublesome (Meyer and Land, 2006). Threshold concepts in diverse disciplines have been examined, including economics (Davies and Mangan, 2007), chemistry (Park and Light, 2009), biology (Taylor and Cope, 2007), biochemistry (Loertscher et al. , 2014), and computer science (Zander et al.…”
Section: Introductionmentioning
confidence: 99%
“…Indeed, the concepts of equilibrium, thermodynamics, bonding, and molecular charge are foundational to understanding biochemistry [4,5] and are necessary for understanding the threshold concepts of biochemistry, including steady state, intermolecular interactions, thermodynamics of macromolecular structure formation and population dynamics [6]. Biochemistry is a prerequisite heavy discipline; it is built on the fundamentals of chemistry and biology.…”
Section: Introductionmentioning
confidence: 99%
“…We suspect that disciplinary silo teaching (not referring to processes and phenomena in other disciplines) is likely responsible for students' weak ability to apply cross-disciplinary thinking. While we often expect that students automatically transfer knowledge from one discipline or domain to another and develop scientific literacy abilities, this appears not to be the case [20] [21]. The questions of the BCI were developed based on the biological thinking of a group of American students [22].…”
Section: Resultsmentioning
confidence: 99%