The integrative nature of biochemistry: challenges of biochemical education in the USA*

Huang, P.C.

doi:10.1111/j.1539-3429.2000.tb00021.x

Cited by 9 publications

(10 citation statements)

References 5 publications

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“…Surprisingly, “Odontology” students did not agree (38%) or partially agree (31%) that the knowledge offered by this practical session will be useful on their professional career, seeing no direct correlation between them (not shown). This result emphasizes the necessity of an improvement of the lectures, including professional themes in the Biochemistry discipline to the understanding of the undergraduate student [20]. In case of the “Odontology” class, clinical cases involving topics such as the problems with the healing process in teeth extraction procedures on diabetic persons could be a good example on how important is the knowledge about this disease and consequently of this experiment for the dentist.…”

Section: Resultsmentioning

confidence: 99%

Solving an ethical issue involved in experimentation with animals in a brazilian teaching laboratory*

Loureiro

Viana

Rodrigues

et al. 2004

Biochem Molecular Bio Educ

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Changes are occurring within Brazilian institutes of higher education; currently several universities are reviewing their course offerings and teaching approaches to determine if they meet the needs of today's undergraduate students. When changes are made to the curriculum of experimental courses, there should be an understood guarantee that all efforts to avoid ethical and biosafety issues have been diligently considered. Ethical considerations lead us to create an alternative experimental session to be conducted that eliminated the use of rats, the conventional in vivo model employed for learning metabolism of glycogen in our university. To avoid possible biosafety issues, we prepared an alternative sample to simulate human urine, which we called guarurine. Using our new method, it is possible to verify positive results imitating a diabetic and starving people samples for detection of glucose and ketone. The alternative tool described herein is not only particularly suited to bypass the ethics of using animals for teaching, but also permits the discussion of significant aspects of pathological and physiological situations such as diabetics and starvation in a simple, safe, and interesting way.

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Section: Resultsmentioning

confidence: 99%

Solving an ethical issue involved in experimentation with animals in a brazilian teaching laboratory*

Loureiro

Viana

Rodrigues

et al. 2004

Biochem Molecular Bio Educ

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“…As a result, students are unable to preserve the knowledge they learned in school. Consecutively, the explosive growth of information and its availability through the Internet have radically changed the way we acquire, disseminate, and improve knowledge . Therefore, the goal of teaching is to ensure that students “know that something is known (for instance, the citric acid cycle) and where to find it should one need it.”…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…One of the difficulties students encounter in learning is that when teaching provides a plethora of information, it is difficult for students to determine the “key point” of learning . Therefore, Huang suggested using less dense and compendious text in teaching to teach fewer but more basic concepts . The content of MBMB includes concepts, processes, and principles .…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Application of Ausubel cognitive assimilation theory in teaching/learning medical biochemistry and molecular biology

Tian

Zhang

et al. 2019

Biochem Molecular Bio Educ

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Didn't understand or not fully understand" is the most common situation that students experience when they learn medical biochemistry and molecular biology (MBMB). Therefore, the primary task of teaching MBMB is to help students overcome the difficulties in "conceptual understanding." The core of the solution to these problems lies in the acquisition and application of cognitive skills. The key to applying Ausubel cognitive assimilation theory (A's CAT) is to expand the knowledge capacity of students' cognitive structure through the purposeful "production" and employment of advanced organizers, with which students can replace "rote learning" with "meaningful learning" and ultimately develop an interest in MBMB courses. The results showed that the application of A's CAT did not only encourage the students to use cognitive skills to learn and understand MBMB knowledge and overcome the barrier to learning that results from the characteristics of the MBMB course, but also expanded and deepened the MBMB course contents. As a branch of learning theory, A's CAT provides practical methods for the several hypotheses of learning theory. Among these, the advanced organizer strategy realizes the organization and reorganization of new knowledge; the progressive differentiation strategy reduces the difficulty of complex and abstract knowledge; the implementation of the advanced organizer strategy and integrative reconciliation strategy forms the concept map. Taken together, the application of A's CAT includes cognitive strategy and metacognitive strategy when the cognitive process is conducted in a meaningful way. More importantly, application of A's CAT guides students to participate in active learning and builds "scaffolding" for the teaching/learning MBMB of student-centered goals. K E Y W O R D SA's CAT, active learning, development of cognitive skills, learning theory, student-centered goals, teaching/learning MBMB Zhijie Tian and Kun Zhang contributed equally to this study.

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“…In fact, what we know now does fit into a unified picture (Huang, 2000), and that being so, don't we have a duty to present it to our students that way? 3.…”

Section: Course Goal and Objectivesmentioning

confidence: 95%

A Ramble through the Cell: How Can We Clear Such a Complicated Trail?

Bobich

2006

LSE

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The arrangement of course information in a logical sequence for molecular life science (MLS) courses remains a matter of some controversy, even within a single subdiscipline such as biochemistry. This is due to the explosion of knowledge, the latest bioinformatic revelations, and the observation that new discoveries sometimes reveal specific connections between previously disparate topics. However, the general outlines of biomedical information are in place, at least the knowledge that should be conveyed to undergraduates taking cell and molecular biology and biochemistry. Despite the increasing amount and complexity of the information to be presented, integration and unification are possible because the molecular reactions and interactions that underlie all life processes are coming into view: they are common to all cellular structural rearrangements, nucleic acid functions, and biochemical reactions, whether of plant or animal origin. Also, it is no longer possible to draw clear boundaries between cell biology, biochemistry, and molecular biology that would not violate the fundamental unity of our understanding. Therefore, an arrangement of content is proposed for a two-semester course that aims to present a unified portrait of upper-division undergraduate MLS.

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The integrative nature of biochemistry: challenges of biochemical education in the USA*

Cited by 9 publications

References 5 publications

Solving an ethical issue involved in experimentation with animals in a brazilian teaching laboratory*

Solving an ethical issue involved in experimentation with animals in a brazilian teaching laboratory*

Application of Ausubel cognitive assimilation theory in teaching/learning medical biochemistry and molecular biology

A Ramble through the Cell: How Can We Clear Such a Complicated Trail?

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