An Expanded Framework for Biomolecular Visualization in the Classroom: Learning Goals and Competencies

Autor/inn/en	Dries, Daniel R.; Dean, Diane M.; Listenberger, Laura L.; Novak, Walter R. P.; Franzen, Margaret A.; Craig, Paul A.
Titel	An Expanded Framework for Biomolecular Visualization in the Classroom: Learning Goals and Competencies
Quelle	In: Biochemistry and Molecular Biology Education, 45 (2017) 1, S.69-75 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dries, Daniel R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20991
Schlagwörter	Biochemistry; Visual Literacy; Molecular Biology; Science Instruction; Short Term Memory; Behavioral Objectives; Visualization + Suchen Sie Ihr Suchwort? Biochemie; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Molekularbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kurzzeitgedächtnis
Abstract	A thorough understanding of the molecular biosciences requires the ability to visualize and manipulate molecules in order to interpret results or to generate hypotheses. While many instructors in biochemistry and molecular biology use visual representations, few indicate that they explicitly teach visual literacy. One reason is the need for a list of core content and competencies to guide a more deliberate instruction in visual literacy. We offer here the second stage in the development of one such resource for biomolecular three-dimensional visual literacy. We present this work with the goal of building a community for online resource development and use. In the first stage, overarching themes were identified and submitted to the biosciences community for comment: atomic geometry; alternate renderings; construction/annotation; het group recognition; molecular dynamics; molecular interactions; monomer recognition; symmetry/asymmetry recognition; structure-function relationships; structural model skepticism; and topology and connectivity. Herein, the overarching themes have been expanded to include a 12th theme (macromolecular assemblies), 27 learning goals, and more than 200 corresponding objectives, many of which cut across multiple overarching themes. The learning goals and objectives offered here provide educators with a framework on which to map the use of molecular visualization in their classrooms. In addition, the framework may also be used by biochemistry and molecular biology educators to identify gaps in coverage and drive the creation of new activities to improve visual literacy. This work represents the first attempt, to our knowledge, to catalog a comprehensive list of explicit learning goals and objectives in visual literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01