Using Expert Data to Inform the Use of Research Methods and Representations to Enhance Biochemistry Instruction and Textbook Design

Autor/inn/en	Jeffery, Kathleen A.; Pelaez, Nancy J.; Anderson, Trevor R.
Titel	Using Expert Data to Inform the Use of Research Methods and Representations to Enhance Biochemistry Instruction and Textbook Design
Quelle	In: Biochemistry and Molecular Biology Education, 47 (2019) 5, S.513-531 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeffery, Kathleen A.) ORCID (Pelaez, Nancy J.) ORCID (Anderson, Trevor R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21255
Schlagwörter	Biochemistry; Science Instruction; Teaching Methods; Thermodynamics; Kinetics; Research Methodology; Oral Language; Nonverbal Communication; Scientists; College Students; Evidence + Suchen Sie Ihr Suchwort? Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Thermodynamik; Kinetik; Research method; Forschungsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Scientist; Wissenschaftler; Collegestudent; Evidenz
Abstract	Biochemistry textbooks often provide a disconnected, highly mathematical, and decontextualized treatment of thermodynamic and kinetic principles, which renders topics like protein folding difficult to teach. This is concerning given that graduates entering careers, like the pharmaceutical industry, must be able to apply such knowledge and related research methods to solve biochemistry research problems. Thus, it is essential that instructors have strategies to incorporate research methods and representations to help students understand the source of such scientific knowledge. Therefore, the goal of our work is to examine expert practice and use the findings to identify instructional strategies to incorporate more cutting-edge research and authentic ways of knowing into science classrooms and textbooks. Toward this goal, we examined how four scientists explain protein folding and dynamics research, focusing on the interaction of spoken language and representations, including gesture. Our analysis indicates that experts employ multiple representations and research methods to communicate how evidence can be used to understand phenomena. In contrast, textbooks explain what is known but seldom use representations to explain how it is known. Based on our findings, we suggest implications for instruction, including the design of textbooks, as well as potential instructional strategies to incorporate discussion of experimental methods and interpretation of representations during classroom activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01