Visualizing Biochemistry: The Implementation of Biomolecular Visualization and Structure‐Function Conceptual Game‐based Card Sorting Activities

Abstract

Biochemistry, at the undergraduate level, is in a distinctive position to unveil misconceptions as the topics covered are abstract and require recollection of content from prior STEM courses. These components, when compounded with myriad of representations, likely exceed the cognitive load of the students and therefore propagate misconceptions. Current research suggests that undergraduate students learn visual literacy skills indiscriminately throughout his/her academic career. Therefore, we propose that direct instruction of biomolecular visualization will reduce the cognitive load and increase conceptual understanding.This study aims to answer the questions: Do targeted interventions improve accuracy and precision of card sorting across the semester? and Do targeted interventions increase conceptual understanding of structure and function across the semester? Preliminary findings from pre‐ and post‐ “free sort” card sorting activities in control semesters provided evidence for the design of a series of interventions. These interventions aim to increase the visual literacy of undergraduate biochemistry students while simultaneously increasing structure‐function content understanding using game‐based card sorting activities. Game‐based learning is used to increase motivation, comprehension, and sense of achievement in students. Three interventions were designed and implemented into the biochemistry curriculum for fall 2017. Student responses from these activities and the matching card section on exams were analyzed in addition to the pre‐ and post‐”free sort” card sorting activities. These data are compared to control groups from two previous semesters. Furthermore, the data are analyzed using qualitative inferential, quantitative inferential, and descriptive statistical analysis. Refinement of the interventions will continue into future semesters of biochemistry with the intention of setting a standard of targeted instruction of visual literacy skills.Support or Funding InformationThis project is partially supported by the National Science Foundation under award number DUE1323414 to Milwaukee School of Engineering.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.