Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses Using Online Computational Systems and Dynamical Models Improves Student Performance

Autor/inn/en	Booth, Christine S.; Song, Changsoo; Howell, Michelle E.; Rasquinha, Achilles; Saska, Aleš; Helikar, Resa; Sikich, Sharmin M.; Couch, Brian A.; van Dijk, Karin; Roston, Rebecca L.; Helikar, Tomáš
Titel	Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses Using Online Computational Systems and Dynamical Models Improves Student Performance
Quelle	In: CBE - Life Sciences Education, 20 (2021) 1, Artikel 13 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.20-05-0105
Schlagwörter	Science Instruction; College Science; Undergraduate Study; Metabolism; Biochemistry; Educational Technology; Technology Uses in Education; Computer Simulation; Program Effectiveness; Undergraduate Students; Learning Modules; Science Achievement + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Stoffwechsel; Biochemie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Learning module; Lernmodul
Abstract	Understanding metabolic function requires knowledge of the dynamics, interdependence, and regulation of metabolic networks. However, multiple professional societies have recognized that most undergraduate biochemistry students acquire only a surface-level understanding of metabolism. We hypothesized that guiding students through interactive computer simulations of metabolic systems would increase their ability to recognize how individual interactions between components affect the behavior of a system under different conditions. The computer simulations were designed with an interactive activity (i.e., module) that used the predict-observe-explain model of instruction to guide students through a process in which they iteratively predict outcomes, test their predictions, modify the interactions of the system, and then retest the outcomes. We found that biochemistry students using modules performed better on metabolism questions compared with students who did not use the modules. The average learning gain was 8% with modules and 0% without modules, a small to medium effect size. We also confirmed that the modules did not create or reinforce a gender bias. Our modules provide instructors with a dynamic, systems-driven approach to help students learn about metabolic regulation and equip students with important cognitive skills, such as interpreting and analyzing simulation results, and technical skills, such as building and simulating computer-based models. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01