Trevor R. Anderson

The importance of visual literacy in the education of biochemists

Visualization is an essential skill for all students and biochemists studying and researching the molecular and cellular biosciences. In this study, we discuss the nature and importance of visualization in biochemistry education and argue that students should be explicitly taught visual literacy and the skills for using visualization tools as essential components of all biochemistry curricula. We suggest that, at present, very little pedagogical attention has been given to this vital component of biochemistry education, although a large diversity of static, dynamic, and multimedia visual displays continues to flood modern educational resources at an exponential rate. Based on selected research findings from other science education domains and our own research experience in biochemistry education, 10 fundamental guidelines are proposed for the promotion of visualization and visual literacy among students studying in the molecular and cellular biosciences.

Bridging the educational research‐teaching practice gap

The term “conceptual understanding” has been used rather loosely over the years in educational practice, with a tendency to focus on a few aspects of an extremely complex phenomenon. In this first article of a two‐part miniseries on conceptual understanding, we describe the nature of expert (versus novice) knowledge and show how the conceptual understanding of experts is multifaceted in nature requiring competence in a wide range of cognitive skills. We then discuss five such facets of conceptual understanding that require competence in the cognitive skills of memorization, integration, transfer, analogical reasoning, and system thinking. We also argue for the importance of explicitly teaching and assessing such facets of understanding as part of all molecular life science curricula so as to better prepare our students to become experts in the field. Examples of the assessment tasks that can be used to promote the development of multifaceted conceptual understanding in students are presented in Part 2 of this series.

A Model of Factors Determining Students' Ability to Interpret External Representations in Biochemistry.

The aim of this research was to develop a model of factors affecting students’ ability to interpret external representations (ERs) in biochemistry. The study was qualitative in design and was guided by the modelling framework of Justi and Gilbert. Application of the process outlined by the framework, and consultation with relevant literature, led to the expression of a Venn model and to the formulation of operational definitions for seven component factors of the model; namely, the conceptual (C), reasoning (R), representation mode (M), reasoning‐mode (R‐M), reasoning‐conceptual (R‐C), conceptual‐mode (C‐M), and conceptual‐reasoning‐mode (C‐R‐M) factors. To validate the model, nine students were interviewed using a specially designed three‐phase single interview technique to investigate their interpretation of three ERs, representing antibody–antigen interaction. The data were analysed by induction, where response patterns emerged naturally rather than being predisposed. The results verified the validity of the expressed model and its component factors. We suggest that the model has a range of potential applications, including as a tool for framing researchers’ thinking about students’ difficulties with, and interpretation of, scientific ERs, and for the design of strategies to improve learning with ERs.

Student difficulties with the interpretation of a textbook diagram of immunoglobulin G (IgG)

Diagrams are considered to be invaluable teaching and learning tools in biochemistry, because they help learners build mental models of phenomena, which allows for comprehension and integration of scientific concepts. Sometimes, however, students experience difficulties with the interpretation of diagrams, which may have a negative effect on their learning of science. This paper reports on three categories of difficulties encountered by students with the interpretation of a stylized textbook diagram of the structure of immunoglobulin G (IgG). The difficulties were identified and classified using the four‐level framework of Grayson et al. [ 1 ]. Possible factors affecting the ability of students to interpret the diagram, and various teaching and learning strategies that might remediate the difficulties are also discussed.

A four-level framework for identifying and classifying student conceptual and reasoning difficulties

In this paper we describe a framework for identifying and classifying students alternative conceptions and unscientific patterns of reasoning within a particular scientific domain. The framework provides a basic system for indicating how much researchers know about students non-scientific conceptions and reasoning. Classification at level 1 indicates that students alternative conceptions or unscientific reasoning were unanticipated by the researchers, at level 2 means the researchers suspected them, at level 3 means they have been partially established (in limited contexts) and at level 4 means they have been established in numerous contexts. The use of the framework is illustrated in identifying student difficulties in biochemistry, in which little such research has been reported. We then suggest how the framework may prove useful, not only for systematically exploring student difficulties in new content areas but also for synthesizing existing research in domains in which a variety of researchers have worked.

Bridging the educational research‐teaching practice gap: Curriculum development, Part 1: Components of the curriculum and influences on the process of curriculum design

This article summarizes the major components of curriculum design: vision, operationalization of the vision, design, and evaluation. It stresses that the relationship between these components is dynamic, and that the process of curriculum design does not proceed via a linear application of these components. The article then summarizes some of the major influences on curriculum design: policy, local context, societal expectations, research trends, and technology. Then, it provides examples of how these influences affect the design of a curriculum and ends with a comprehensive set of questions that instructors could use to guide their curriculum development process. Biochemistry and Molecular Biology Education Vol. 39, No. 1, pp. 68–76, 2011

Bridging the educational research‐teaching practice gap: Curriculum development, Part 2: Becoming an agent of change

Many faculty members in science departments are experiencing pressure to improve their courses, particularly with respect to the ways in which students are taught and assessed. The purpose of this article is to provide some insights and practical ideas on how curriculum change can be brought about—how motivated individuals can become agents of change. Change almost always elicits opposing and supporting forces, examples of which are given. Finally, we discuss examples of strategies to deal with these forces and highlight various factors that need to be considered when implementing such strategies, including the concepts of a zone of feasible innovation, the zone of tolerance, and the development of communities of practice. Biochemistry and Molecular Biology Education Vol. 39, No. 3, pp. 233–241, 2011

Improving students' understanding of carbohydrate metabolism in first-year biochemistry at tertiary level

Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on, student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented.

A cross-cultural comparison of high school students’ responses to a science centre show on the physics of sound in South Africa:

We report on the attitudes and ideas developed by students from three distinct school groups to a science show about sound. We addressed two research questions: (1) How do the students compare with respect to their (a) attitudes to the sound show and to science in general and (b) changes in conceptual understanding as a result of the show and (2) what changes could be made to the show, and to science shows in general, that would be sensitive to the cultural and language differences of the groups? These were addressed by multiple-choice, pre- and post-tests comprising both attitudinal and conceptual questions. Our results pointed to a common enjoyment of the show but a different understanding of concepts and consequent learning, which suggest that science shows (and science teaching) need to be adjusted to accommodate different cultural groups for maximum impact.