Conceptualizing Learning about Proteins with a Molecular Viewer in High School Based on the Integration of Two Theoretical Frameworks

Autor/inn/en	Levkovich, Ohad; Yarden, Anat
Titel	Conceptualizing Learning about Proteins with a Molecular Viewer in High School Based on the Integration of Two Theoretical Frameworks
Quelle	In: Biochemistry and Molecular Biology Education, 49 (2021) 6, S.917-925 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yarden, Anat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21576
Schlagwörter	Biotechnology; Grade 10; Grade 11; Grade 12; Secondary School Science; Visual Literacy; Biochemistry; Learning; Visual Aids; High Schools; Knowledge Level; Computer Uses in Education; Models + Suchen Sie Ihr Suchwort? Biotechnologie; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Biochemie; Lernen; Anschauungsmaterial; High school; Oberschule; Wissensbasis; Computernutzung; Analogiemodell
Abstract	The use of a molecular viewer to visualize proteins has become more prevalent in high schools in recent years. We relied on the foundations of two theoretical frameworks to analyze questions in two learning tasks designed for 10th- to 12th-grade biotechnology majors that make use of Jmol. The two theoretical frameworks were: (i) classification of scientific knowledge into content, procedural, and epistemic knowledge; and (ii) evaluation of the cognitive skills central to visual literacy in biochemistry. During the analysis, two sub-elements of procedural knowledge emerged from the data: (i) the visualization of molecular models, and (ii) the use of Jmol software features. Based on the theoretical frameworks and data analysis, we suggest a conceptualization of learning about proteins using a molecular viewer, where the scientific knowledge elements are integrated with the eight cognitive skills central to visual literacy in biochemistry. In addition, a model presenting a hierarchy for the knowledge elements and sub-elements is suggested. In this model, content knowledge is a basic requirement; without it, the other knowledge elements cannot be used. Moreover, the use of epistemic knowledge or Jmol software features is not possible without visualization of the molecular models, which requires content knowledge. This conceptualization is expected to facilitate the development of learning tasks, decrease the complexity of knowledge acquisition for students; it may also assist the teacher during the teaching process. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01