Design and Implementation of Active Learning Strategies to Enhance Student Understanding of Foundational Concepts in Biochemistry

Autor/inn/en	Kopecki-Fjetland, Mary A.; Steffenson, Matthew
Titel	Design and Implementation of Active Learning Strategies to Enhance Student Understanding of Foundational Concepts in Biochemistry
Quelle	In: Biochemistry and Molecular Biology Education, 49 (2021) 3, S.446-456 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kopecki-Fjetland, Mary A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21498
Schlagwörter	Active Learning; Learning Strategies; Fundamental Concepts; Scientific Concepts; Concept Formation; Misconceptions; Biochemistry; Science Instruction; Introductory Courses; Skill Development; Student Attitudes; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Grundlagenplan; Konzept; Concept learning; Begriffsbildung; Missverständnis; Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten
Abstract	For many students biochemistry is a demanding course because they are expected to apply previously learned foundational concepts to new biological contexts. These foundational concepts serve as a scaffold onto which to build threshold concepts such as the physical basis of interactions. Unfortunately, many students possess misconceptions or gaps in knowledge of these foundational concepts which hinder their understanding of new information. This paper describes the implementation of an iterative process to improve student foundational concept learning in an introductory biochemistry course. The process includes pre-assessment of foundational concept knowledge, introduction of interventions targeting low performing concepts and re-assessment of student learning gains. Diverse active learning strategies such as problem-based worksheets, tactile learning activities, review activities and learning cycle activities were introduced to target concepts including hydrogen bonding, pH/pKa, bond energy and chemical equilibrium. While all active learning strategies resulted in improved posttest scores compared to pretest scores, no one strategy appears to be more beneficial than another. Survey results suggest students recognized the value of utilizing the various active learning strategies in the classroom to enhance critical thinking skills, engagement during class time, and collaboration skills. The process allows instructors the breadth and flexibility to introduce diverse active learning strategies tailored to their specific student needs in an effort to improve student foundational concept learning. (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