Impact of an In-Class Biochemistry Mini-conference on Students’ Perception of Science

Gerczei, Timea

doi:10.1021/acs.jchemed.5b00612

Cited by 7 publications

(18 citation statements)

References 25 publications

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“…The undergraduate STEM curriculum in the United States consists primarily of written assessments. Regardless of the size or type of institution, oral assessments are considered a novelty. , Undergraduate students in select institutions have the opportunity to perform research, develop a thesis, and present their work as part of their graduation requirement. − However, these opportunities are not widely available to all students . Work by Freeman and co-workers have shown that exam scores are a predictor of students switching out of the STEM field .…”

Section: Introductionmentioning

confidence: 99%

Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

Kamber

2020

J. Chem. Educ.

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In-person interactions between faculty and students personalize the learning experience and are the hallmark of primarily undergraduate institutions. These invaluable student− faculty interactions were disrupted during the 2019 SARS-CoV-2 global pandemic and led to a rapid, unprecedented shift to distance-learning. Within the space of virtual distance-learning, individualized interactions and assessments of student-learning were largely relegated to online exams and quizzes administered via computer randomized multiple-choice, matching, true−false, and fillin-the-blank type questions. This article describes the implementation of a virtual oral examination in an undergraduate biochemistry course at Towson University. Individual oral exams were arranged during the last 2 weeks of the semester and replaced a traditional written final exam. Each oral exam was conducted via Webex and had an average time of 20 min. On the basis of detailed, anonymous student feedback and survey data collected, the oral exam experience was valued by the students, and students agreed that participation in the oral exam personalized the distance-learning experience.

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Section: Introductionmentioning

confidence: 99%

Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

Kamber

2020

J. Chem. Educ.

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“…To the extent that cooperation is a pedagogical objective, collaborative work can be proposed, for example in poster sessions [41,42]. Poster sessions have largely been used in-class [43][44][45][46][47].…”

Section: Develop Skills Of Cooperation and Sharingmentioning

confidence: 99%

“…In addition to preparing students for the management of posters per se, poster session have been proposed to favor the work on communication skills and statistical reasoning [48]. Interestingly, the use of a poster session for evaluation, as for other alternative evaluation methods, could facilitate the inclusion of underrepresented students [41,42]. As an example we have used poster session in a biology course dealing with model organisms, each group presenting a different organism and discussions allowing to explore the pros and cons of the studied model organisms.…”

Section: Develop Skills Of Cooperation and Sharingmentioning

confidence: 99%

A Structured Guide for Implementing a Flipped Classroom

Poulain¹,

Dufour²,

Bertrand³

et al. 2022

Preprint

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The way flipped classrooms are perceived and even practised by teachers is sometimes approximative. For example, while the Covid-19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for both students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time-consuming. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our own experiences but also on the current scientific literature, we propose to structure the advises around three phases: Preparation, Implementation, and Follow-up. In the preparation phase it is advised to not only plan to invert time but also say it, as well as to identify (or create) resources for learning in autonomy. In the Implementation phase it is suggested to i) Be explicit in the acquisition of knowledge, and foster students' autonomy; ii) Explore active learning in class; iii) Develop skills of cooperation and sharing; and iv) Differentiate. In the follow-up phase it is proposed to i) Evaluate; ii) Take care of the logistics and your posture; iii) Document your flipped classroom and iv) Share.

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“…59 The implementation of a "mini-conference" approach during the biochemistry lecture that was based on student group work and peer (rather than instructor) assessment produced positive changes in non-STEM-majors' view of the nature of science. 60 Implementing games to teach metabolic pathways has been found to help student groups gain knowledge of concepts addressed during the game. 61 Using a goal-based scenario (GBS) game that dealt with a crime investigation centered on the topic of DNA has also been shown to be an effective tool to teach biochemistry concepts related to the structure/ function of DNA.…”

Section: Learner-centered Approaches To Teaching In Biochemistry Clas...mentioning

confidence: 99%

“…The implementation of a “mini-conference” approach during the biochemistry lecture that was based on student group work and peer (rather than instructor) assessment produced positive changes in non-STEM-majors’ view of the nature of science …”

Section: Different Approaches To Instructionmentioning

confidence: 99%

A Review of Biochemistry Education Research

Lang

Bodner

2020

J. Chem. Educ.

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Reports of the results of research within the emerging field of biochemistry education are appearing at an ever-increasing rate. Capturing an image of the landscape of Biochemistry Education Research (BCER) is complicated, however, by the interdisciplinary nature of biochemistry courses that may be taught at different levels and in different departments, even at the same institution. To develop a model that provides a sense of what research has been done, so far, we have investigated the literature on biochemistry education research within the contexts of the traditional biochemistry lecture and laboratory environments as well as courses taught within the health sciences, medicinal chemistry, chemical biology, and molecular biology, as well as courses that combine biochemistry with other topics in chemistry, such as general chemistry and organic chemistry. We found that existing BCER has focused primarily on the lecture/classroom environment. Only about one-fourth of the BCER literature has been based on research in the laboratory setting. We also noted that the primary focus of research done so far has been on the structure/function properties of proteins. The goal of this review was a holistic understanding of the results of BCER that could be used by instructors to shape classroom practice as well as to provide BCER practitioners with an idea of the gaps in the existing literature that could be filled by future research. To transform the results of our analysis into a publishable form, we have used a format in which brief summaries of the topics of the BCER papers are presented.

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Impact of an In-Class Biochemistry Mini-conference on Students’ Perception of Science

Cited by 7 publications

References 25 publications

Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

A Structured Guide for Implementing a Flipped Classroom

A Review of Biochemistry Education Research

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