What do biochemistry students pay attention to in external representations of protein translation? The case of the Shine–Dalgarno sequence

Abstract

Biochemistry instructors often use external representations—ranging from static diagrams to dynamic animations and from simplistic, stylized illustrations to more complex, realistic presentations—to help their students visualize abstract cellular and molecular processes, mechanisms, and components. However, relatively little is known about how students use and interpret external representations in biochemistry courses. In the current study, variation theory was used to explore the potential for student learning about protein translation from a stylized, dynamic animation. The results of this study indicate that students learned from this animation, in that they noticed many critical features of the animation and integrated those features into their understandings of protein translation. However, many students also focused on a particular feature of the animation, the Shine–Dalgarno sequence, that their instructors did not feel was critical to promote an overall understanding of this metabolic process. Student attention was focused on this feature because of the design of the animation, which cued students to notice this feature by significantly varying the appearance of the Shine–Dalgarno sequence.

Students' use of chemistry core ideas to explain the structure and stability of DNA

“…These forms of validity enable us to generate evidence against the threats to the validity of the results obtained from the multiple implementations of the DNA activity. In addition to establishing the validity of activity, we support the reliability of our analysis by calculating the inter‐rater reliability with Cohen's kappa ( κ ), a commonly used coefficient in our field 56–59 . During the analysis process, raters received directions on the coding scheme and how to record their coding.…”

“…In addition to establishing the validity of activity, we support the reliability of our analysis by calculating the inter-rater reliability with Cohen's kappa (κ), a commonly used coefficient in our field. [56][57][58][59] During the analysis process, raters received directions on the coding scheme and how to record their coding. One rater coded a set of student responses for a cohort, a second rater coded a random 20% of the data set from the same cohort, and we obtained κ values ranging from 0.9 to 1.0 depending on the specific question (see Supporting Information S.7 for the Cohen's κ ranges).…”

Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning

“…These three different levels not only attest to the complexities of chemistry learning itself but also imply that comprehensive chemistry understanding requires connection of one level to another (Taber, 2013). Specifically, Johnstone's triangle can enable learners to engage in modelling practices as they use the different levels to visualize the unobservable, describe complex relationships, and overcome spatial and temporal restrictions (Bussey and Orgill, 2015).…”

Διερεύνηση Με Χρήση Τεχνικών Οφθαλμικών Καταγραφών Της Ευχέρειας Χειρισμού Και Κατανόησης Πολλαπλών Μοριακών Αναπαραστάσεων Από Φοιτητές Χημείας

“…Ο ρόλος της συναισθηματικής αξίας των εργαλείων, ο βαθμός κινητικότητας, καθώς και ο τρόπος αξιολόγησης των συναισθημάτων των μαθητών, έχουν αποδειχθεί ιδιαίτερα σημαντικοί παράγοντες σε μια μαθησιακή διαδικασία. Ο βαθμός ικανοποίησης των μαθητών κατά τη διάρκεια της εκπαιδευτικής διαδικασίας είναι προάγγελος της καλής επίδοσης τους κατά τη χρήση ψηφιακών εκπαιδευτικών περιβαλλόντων (Lee et al, 2014), ενώ τα στοιχεία που αποσπούν την προσοχή των χρηστών από το διδασκόμενο θέμα είναι προτιμότερο να μην υπάρχουν στο υλικό (Bussey & Orgill, 2015).…”

“…Βοηθάει επίσης, η εστίαση στην επιστημονική πρακτική και όχι τόσο στις επιστημονικές ιδέες, όπως είναι για παράδειγμα η σωματιδιακή φύση της ύλης (Smith et al 2006παράθεση σε Schwartz, 2009. Τα μοντέλα δεν είναι οι σωστές απαντήσεις στα ερωτήματα που αφορούν την επιστημονική κοινότητα, αλλά είναι η προσπάθεια των επιστημόνων και των καθηγητών να αναπαραστήσουν δύσκολα και αφαιρετικά φαινόμενα (Nahum, 2004 (Nakhleh et al, 2000;Barnea & Dori, 1996), τις μοριακές σχεδιοκινήσεις (Williamson & Abraham, 1995;Sanger & GreenBowe, 2000), τις διαγραμματικές αναπαραστάσεις και τον συνδυασμό αναπαραστάσεων (Kozma & Russell, 1997;Bussey & Orgill, 2015). (Bussey & Orgill, 2015).…”