What Do Biochemistry Students Pay Attention to in External Representations of Protein Translation? Tthe Case of the Shine-Dalgarno Sequence

Autor/inn/en	Bussey, Thomas J.; Orgill, MaryKay
Titel	What Do Biochemistry Students Pay Attention to in External Representations of Protein Translation? Tthe Case of the Shine-Dalgarno Sequence
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 4, S.714-730 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C5RP00001G
Schlagwörter	Biochemistry; Science Instruction; Scientific Concepts; Concept Formation; Animation; Technology Uses in Education; Teaching Methods; College Faculty; College Science; Semi Structured Interviews; Coding; College Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Codierung; Programmierung; Collegestudent; Unterrichtserfolg
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. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01