Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

Abstract

With the highly interdisciplinary nature of biochemistry, and the diverse range of students taking introductory biochemistry courses, it can be difficult to incorporate authentic applications of course content that appeal broadly to students. However, it is important to engage students‘ learning at the affective level. One mode to achieve this goal is by incorporating assignments that support students in identifying the relevance of course content and the skills they are learning. In this study we incorporated an assignment that placed students in the role of science communicators, where they attended a research seminar and then wrote a summary of the research, connecting it to course content. We interviewed students about their experiences with the assignment to identify the ways in which it appealed to them affectively and influenced their perceived learning. Our results indicate that both components supported students to identify the relevance of biochemistry on a personal and societal level, as well as supported students’ perceived understanding of biochemistry concepts. Thus, incorporating assignments that encourage students to build their own connections with biochemistry content can be beneficial to their affective learning.

Improving Student Motivation and Perception of Chemistry’s Relevance by Learning about Semiconductors in a General Chemistry Course for Engineering Students

“…Both quantitative course evaluation results and qualitative student comments indicated that the short course positively influenced students’ perceptions of chemistry learning relevance from individual, societal, and vocational perspectives. This finding aligns with previous research, suggesting that selecting student-interest topics supports the individual perspective of relevance. , Introducing real-life application examples addresses societal and vocational relevance dimensions, while also strengthening knowledge related to potential careers. Moreover, the students’ responses to survey questionnaires revealed positive changes in students’ motivation levels after implementing the instructional unit.…”

“…Feedback highlighted the course's success in contextualizing academic content within practical applications, thereby enhancing perceived learning benefits. 9 Vocational Dimension Perceptions. Notably, 91.2% of respondents felt that they had gained crucial knowledge for their This finding is in line with prior research studies, 7,8 which suggested that the enhanced perception of chemistry learning relevance in students may be primarily attributed to course content, rather than changes in pedagogy.…”

“…This finding aligns with previous research, suggesting that selecting student-interest topics supports the individual perspective of relevance. 7,9 Introducing real-life application examples addresses societal and vocational relevance dimensions, 8 while also strengthening knowledge related to potential careers. Moreover, the students' responses to survey questionnaires revealed positive changes in students' motivation levels after implementing the instructional unit.…”

“…Additionally, 86.8% felt that this knowledge would empower them to make informed decisions regarding semiconductor-related matters (4.41 ± 0.75). One student responded the open-ended question in survey as “I loved learning about the practical uses of semiconductors like LEDs and solar cells that make a real impact in our society!” Feedback highlighted the course’s success in contextualizing academic content within practical applications, thereby enhancing perceived learning benefits …”

Who’s That Scientist? A Scientist Report Writing Assignment for General Chemistry Students

“…Recently, there has been information in the literature − regarding diversity, inclusion, access, and equity in the chemistry curriculum. The subject of cultural relevance and creating personal connections for students within the chemistry classroom is also a matter of discussion in the literature. − The list of scientists currently used for the Scientist Report assignment includes names historically mentioned during a typical general chemistry course. Additional names are being investigated for inclusion in order to create a more diverse list.…”