Talking in Circles: Undergraduate Biochemistry Student Conceptions About Biochemical Pathway Regulation

Abstract

For many undergraduate students, introductory biochemistry courses are difficult because they involve novel abstract concepts that require assimilation of new knowledge with pre-existing notions from biology and chemistry courses. According to cognitive load theory, students use pre-existing schemas to fit this new knowledge onto the framework of what they already know. Extraneous cognitive load can interrupt this process by overwhelming working memory. Misconceptions increase cognitive load and interrupt the mental framework, making it difficult for students to master course material. In the field of biochemistry, little research exists on how students understand and learn about the threshold concept of Biochemical pathway dynamics and regulation. Initially a non-empirical pilot study was conducted with students who had completed an undergraduate biochemistry I course. These participants were interviewed using the three-phase single interview technique (3-PSIT), which probes the student's knowledge by creating cognitive dissonance using visual representations. Preliminary inductive content analysis of the transcribed text from this pilot study identified patterns and categories of (mis)conceptions among students. From this, student responses were collected from assessments informed by the pilot study. These responses were used to further identify patterns of (mis)understanding with regards to pathway regulation. The information gathered here enables development of learning assessments and pedagogical techniques to better teach the complex concepts surrounding biochemical pathway regulation.