Abstract
Learning progressions describe the stages– not necessarily linear ‐ that students take as they develop more sophisticated ways of knowing a particular concept. Many concepts in biochemistry are introduced in earlier courses, including general chemistry and organic chemistry. We are developing learning progressions for several key concepts in biochemistry informed by interviews with faculty and students and by survey instruments. Faculty interviews and focus groups yielded topics for the progressions, and follow‐up interviews with students after they had completed the surveys allowed us to refine the survey. Students at two different institutions have participated in the survey as pre‐ and/or post‐course assessment. The results will allow us to propose learning progressions related to acid/base equilibria, energy diagrams and kinetics, and thermodynamics of ATP hydrolysis.. We hope to use the progressions to develop teaching materials and to foster discussion among faculty so that articulation from one course to the next is productive.Support or Funding InformationNSF‐DUE‐1503980 (IUSE)
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