Biochemistry Classroom Research Articles

Abstract 1841 Two Student-Designed Case Studies for use in the Undergraduate Biochemistry Classroom

Abstract 1841 Two Student-Designed Case Studies for use in the Undergraduate Biochemistry Classroom

Testing the Ability of Protein–Protein Docking Programs to Model Known Complexes: A Project for the Biochemistry Classroom

Testing the Ability of Protein–Protein Docking Programs to Model Known Complexes: A Project for the Biochemistry Classroom

An idea to explore: Augmented reality and LEGO® brick modeling in the biochemistry and cell biology classroom-two tactile ways to teach biomolecular structure-Function.

We present here two accessible ways for enhanced understanding of complex biological structures and their function in undergraduate Biology and Biochemistry classrooms. These methods can be applied for in-class instructionas well as for remote lessons, as they are cheap, easily available and easy to implement. LEGO® bricks and MERGE CUBE based augmented reality can be applied to make three-dimensional representation for any structure available on PDB. We envisage these techniques to be useful for students when visualizing simple stereochemical problems or complex pathway interactions.

Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom

AbstractThe use of two‐dimensional images to teach students about three‐dimensional molecules continues to be a prevalent issue in many classrooms. As affordable visualization technologies continue to advance, there has been an increasing interest to utilize novel technology, such as augmented reality (AR), in the development of molecular visualization tools. Existing evaluations of these visual–spatial learning tools focus primarily on student performance and attitude, with little attention toward potential inequity in student participation. Our study adds to the current literature on introducing molecular visualization technology in biochemistry classrooms by examining the potential inequity in a group activity mediated by AR technology. Adapting the participatory equity framework to our specific context, we view equity and inequity in terms of access to the technological conversational floor, a social space created when people enter technology‐mediated joint endeavors. We explore three questions: What are the different ways students interact with an AR model of the potassium channel? What are salient patterns of participation that may signify inequity in classroom technology use? What is the interplay between group social dynamics and the introduction of AR technology in the context of a technology‐mediated group activity? Pairing qualitative analysis with quantitative metrics, our mixed‐methods approach produced a complex story of student participation in an AR‐mediated group activity. The patterns of student participation showed that equity and inequity in an AR‐mediated biochemistry group learning activity are fluid and multifaceted. It was observed that students who gave more explanations during group discussion also had more interactions with the AR model (i.e., they had greater access to the technological conversational floor), and their opinion of the AR model may have greater influence on how their group engage with the AR model. This study provides more nuanced ways of conceptualizing equity and inequity in biochemistry learning settings.

Assessment of blended biochemistry classes based on massive open online courses and a "semi-flipped" learning environment.

Flipped classroom based on active learning is becoming an increasingly popular pedagogical method in higher education capable of increasing student performance in higher-order learning outcomes including application, analysis, evaluation, and creation. However, the success of a flipped classroom model relies on various supporting elements such as the accessibility of technology, and it may not be appropriate for all students and courses. In this study, a new blended biochemistry classroom model based on massive open online courses and a "semi-flipped" environment was applied to the students enrolled in three majors (stomatology, pharmacy, and preventive medicine) at Cheeloo College of Medicine, Shandong University, China. To assess the improvement of the students' perception of self-cognition in the blended biochemistry classes, surveys were conducted before and after undertaking the biochemistry course. Survey responses and total (final) score for the biochemistry course were analyzed using appropriate statistical methods. Compared to students who received traditional classroom instruction, students who participated in the blended classroom model achieved higher academic performance (p < 0.01) and reported a significant improvement in their perception of self-cognition (p < 0.01, or p < 0.05). More than 80% of participants preferred the blended classroom model to that of traditional classroom instruction.

Identifying Student Misconceptions in Biomolecular Visualization in the Context of the BioMolViz Framework

BioMolViz is a community dedicated to improving visual literacy instruction in biology, chemistry, and biochemistry classrooms. To help instructors approach biomolecular visualization instruction, visual literacy concepts are catalogued through the BioMolViz Framework, which presents overarching themes that are subdivided into learning objectives and goals. A main focus of our project is the creation of open‐access assessments associated with each of the Framework learning goals. Through nationwide workshops held over the past four years, faculty teams wrote and revised assessments to probe students’ visual literacy utilizing the BioMolViz Framework. As part of a pre‐workshop activity, we asked faculty to identify student misconceptions in visualization that they observed in their teaching. These were collected, mapped to the framework, and coded for Bloom's taxonomy level. Frequently mentioned misconceptions of broad relevance to biomolecular visualization skills were mapped to the BioMolViz Framework and formatted into a biomolecular visualization literacy misconception survey. We present the process of survey development and invite educators from any higher education institution to contribute to understanding the prevalence of these misconceptions among student populations by participating in our survey. We hope the survey data will allow the community to develop better pedagogical approaches to biomolecular visualization through awareness of student misunderstandings. Our collective contributions can help our students overcome the most common challenges in biomolecular visualization while improving abilities in this foundational skill set.

Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

ObjectiveIn medical education, biochemistry topics are usually knowledge based, and students often are unaware of their clinical relevance. To improve students’ awareness of the relevance, we integrated communication skills training...

Case study: Perspectives on the use of LEGO® bricks in the biochemistry classroom.

The use of LEGO® bricks in the higher education classroom has increased in the last two decades. This is no different in the STEM classroom and several disciplines, including physics, chemistry, and biology, have all made use of LEGO® bricks in some way to create models for active learning activities. Currently, the discipline to make the greatest use of LEGO® bricks is chemistry; only limited examples exist in biochemistry and the molecular life sciences. Here, we present the use of a LEGO® brick modelling activity in the introductory biochemistry classroom during the teaching of metabolism. We present student comments on the activity and the models that were generated by the students. Additionally, we focus on other instructor and project student-designed models for the teaching of ATP synthesis, gene regulation and restriction digestion. Interestingly, both the gene regulation and restriction digest activities were generated with the help of undergraduate students or recent graduates, by applying a backward design approach. This case study seeks to encourage more molecular life science educators to adopt the use of LEGO® bricks in their classrooms to engage in more active learning.

How Do Blended Biochemistry Classes Influence Students’ Academic Performance and Perceptions of Self-Cognition?

The flipped classroom is becoming a popular new instructional model in higher education capable of increasing student performance in higher-order learning outcomes. However, the success of a flipped classroom model depends on various supporting elements, and it may not be appropriate for all students and courses. In this study, a new blended Biochemistry classroom model based on Massive Open Online Courses (MOOC) and a “semi-flipped” environment was applied to Biochemistry instruction of Nursing and Clinical Medicine majors. The students’ academic performance and perceptions of self-cognition were used to assess the blended Biochemistry classroom. Students who participated in the blended classroom model achieved higher academic performance (p < 0.01) and reported a significant improvement in their perceptions of self-cognition (p < 0.05) compared to the control group. Moreover, the effectiveness of the blended Biochemistry classroom on the small size class (Nursing major) was stronger than on the large size class (Clinical Medicine major).

Peptide examination and study tool: An online learning interface for amino acids and peptides in the introductory biochemistry classroom.

Peptide examination and study tool: An online learning interface for amino acids and peptides in the introductory biochemistry classroom.

Effects of Macromolecular Crowding on Biochemical Systems

Living cells are crowded. The presence of so many macromolecules packed into a confined environment affects the structure and function of biological components, and the kinetics and thermodynamics of biochemical reactions. In fact, crowding studies have already led to important biological insights, such as the existence of metabolons and other temporary protein complexes that play essential roles in metabolism, cell signaling, and organization of the intracellular environment. Even so, this important topic is rarely addressed in chemistry and biochemistry curricula. This review brings readers up to date on developments in the field of macromolecular crowding, with a special emphasis on distinguishing between the two major components of crowding: excluded volume effects (hard interactions) and chemical effects (soft interactions). Interestingly, because attractive soft interactions and repulsive hard interactions oppose each other, the net effects of crowding in vivo are often surprisingly small. We present some background and theory, while summarizing recent literature. Finally, we include suggestions on how this topic might be incorporated into the biochemistry classroom or laboratory setting.

Utilizing research findings in medical education: The testing effect within a flipped/inverted biochemistry classroom

Purpose: Basic research about test-enhanced learning points towards its effectiveness to improve students’ learning and is still underutilized in educational practice. Therefore, we developed an evidence-based instructional design to investigate the usefulness of test-enhanced learning within a flipped/inverted classroom approach.Materials and Methods: We developed two modes of learning material for the self-study phase of a flipped classroom for 139 students: in addition to educational films, one group of students received a reader and another group received multiple-choice questions that corresponded to the reader in content and length. An assessment of the content of the learning material was conducted at the subsequent on-site phase. Also, ratings about students’ perceptions of the additional learning material were gathered.Results: At the assessment, students that prepared with films and multiple-choice questions outperformed students that prepared with films and the reader. Furthermore, students perceived the multiple-choice questions as more helpful, more motivating and felt better prepared for the assessment than students that used the reader.Conclusions: This study shows that test-enhanced learning can be utilized to promote students’ learning within the self-study phase of a flipped classroom. Not only assessment scores are positively affected but also the motivation to learn and preparedness towards an assessment.

Student Understanding of DNA Structure-Function Relationships Improves from Using 3D Learning Modules with Dynamic 3D Printed Models.

Understanding the relationship between molecular structure and function represents an important goal of undergraduate life sciences. Although evidence suggests that handling physical models supports gains in student understanding of structure-function relationships, such models have not been widely implemented in biochemistry classrooms. Three-dimensional (3D) printing represents an emerging cost-effective means of producing molecular models to help students investigate structure-function concepts. We developed three interactive learning modules with dynamic 3D printed models to help biochemistry students visualize biomolecular structures and address particular misconceptions. These modules targeted specific learning objectives related to DNA and RNA structure, transcription factor-DNA interactions, and DNA supercoiling dynamics. We also designed accompanying assessments to gauge student learning. Students responded favorably to the modules and showed normalized learning gains of 49% with respect to their ability to understand and relate molecular structures to biochemical functions. By incorporating accurate 3D printed structures, these modules represent a novel advance in instructional design for biomolecular visualization. We provide instructors with the materials necessary to incorporate each module in the classroom, including instructions for acquiring and distributing the models, activities, and assessments. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):303-317, 2019.

Investigating the self-study phase of an inverted biochemistry classroom \u2013 collaborative dyadic learning makes the difference

BackgroundThe inverted classroom approach is characterized by a primary self-study phase for students followed by an on-site, face-to-face teaching phase that is used to deepen the prior acquired knowledge. Obviously, this teaching approach relies on the students preparing before the on-site phase, which in turn requires optimized preparatory material as well as defined working instructions. The major aim of this study, therefore, was to investigate the effect of different preparatory materials and working instructions for the self-study phase of an e-learning-based inverted classroom on the knowledge gained by medical students in biochemistry. Furthermore, we analyzed whether collaborative dyadic learning during the self-study phase is more effective than individual learning with respect to knowledge gain.MethodsThe study was performed in a biochemistry seminar for second semester medical students at Ulm University in Germany. This seminar was held using an e-learning-based inverted classroom. A total of 196 students were divided into three homogeneous study groups that differed in terms of the working material and instructions provided for the self-study phase. Knowledge gain was measured by formative tests at the beginning of the on-site phases. Questionnaires were also handed out asking about motivation, interest and learning time in the self-study phases.ResultsStudents who were told to prepare in collaborating dyads during the self-study phase performed better in formative tests taken at the beginning of on-site phases than learners who were told to prepare individually. The study material that was provided was of minor importance for the differences in formative testing since almost all students prepared for the on-site phases. With the dyadic learning approach, both students benefited from this collaboration, characterized by a higher motivation and interest in the topic, as well as a longer time spent on task.ConclusionOur study provides strong evidence that the study material, but more importantly the instructions provided for the self-study phase, affect students` knowledge gain in an e-learning-based inverted classroom. The instructed collaboratively working group was the most successful.

Student difficulties during structure-function problem solving.

Protein structure-function is a key concept in biochemistry. We used the perspective of domain-specific problem-solving to investigate students' solutions to a well-defined protein structure-function problem. We conducted think-aloud interviews with 13 undergraduate students and performed qualitative content analysis to examine the differences in the domain-general and domain-specific knowledge among correct and incorrect solutions. Our work revealed that students used domain-general and domain-specific knowledge in their problem solving. We also identified difficulties for students with the amino acid backbone, amino acid categorization, and causal mechanisms of noncovalent interactions. Using the identified difficulties, we make recommendations for the design of instructional materials targeted to improve protein structure-function problem solving in the biochemistry classroom. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):453-463, 2018.

Increasing Active Learning in the Biochemistry Classroom: Using Group Quizzes to Stimulate Discussion

A variety of pedagogical methods (such as POGIL and teaching through case studies) that encourage discussion are particularly adaptable for biochemistry courses. However, these methods often fall short when students in the classroom are not motivated to engage in discussion of the material. In the Monmouth College Biochemistry classroom, group multiple‐choice quizzes have been used to stimulate discussion and collaborative work. Students are assigned to a group of 3 or 4 students; each student takes an individual multiple‐choice quiz prior to working on the group quiz. The individual quiz allows each student to organize their thoughts before taking the quiz as a group thereby avoiding the issue of group dynamics and students who move through the quiz at different rates. The group quiz is self‐scored using an IF‐AT scorecard. With these low stakes quizzes, almost all students actively engage in the discussion of the material and take an interest in what is being discussed. Student feedback suggests that this process enhances their ability to work collaboratively and increases their comprehension of the material. Finally, due to the multiple‐choice format of these quizzes and the increased comprehension of the material, students have shown an improvement on the ACS standardized biochemistry exam since this method has been implemented.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Exploring Power Distribution and Its Influence on the Process of Argumentation in a POGIL Biochemistry Classroom

Exploring Power Distribution and Its Influence on the Process of Argumentation in a POGIL Biochemistry Classroom

Discourse Analysis and the teaching of Biochemistry: contextualized learning based on "alcoholic beverages" as generative theme

The World Health Organization classifies alcohol as a psychoactive substance capable of producing addiction, associated to various diseases and social problems. However, it is largely consumed in the various social strata by youngster which ultimately leads to its common practice. These individuals know little about the harms posed by excessive consumption of alcoholic beverages. In this scenario, education is a major promoter of change in this longstanding social behavior. This study aimed at promoting the consolidation of the teaching of Biology by using alcohol as generative themes for the development of contents in Biochemistry, as well as elaborating a methodology that will stimulate learning about ethanol metabolism. A research was carried out with 316 individuals in the age group 13-19, enrolled in four public High Schools in the Municipality of Campos dos Goytacazes/RJ. Prevalence of alcoholic beverages was identified among 72%, and beginning of such habit was found in the 13-15 age group motivated by curiosity or peer influence. Considering these data, an educational methodology was developed based on the concept of generative themes by Paulo Freire and structured by Delizoicov (2007). To verify the value of such methodology in Biochemistry classroom, data was collected by applying a questionnaire and images with texts produced by students. Several didactic resources designed by the authors were used, such as slide presentation and a roulette game named “Bioquimicados”. Critical analysis of texts written by students were carried out before and after the class using DTA. S tudents developed more grounded scientific concepts, making use of terms common in scientific language. This suggests that the use of the Generating Issue in a lesson based on problematization, and supported by a ludic activity, provided a meaningful contribution to improve the students' understanding of the scientific content. A non-traditional class promotes greater student motivation, resulting in meaningful learning.

Dealing with the challenge of building a Biochemistry Program in an integrated Medical curriculum. The need for new didactics, new focal interests, and new connections to other disciplines

Teaching in Health Sciences is rapidly evolving. Medical schools, for instance, are increasingly opting for integrated curricula. Biochemistry no longer is considered a discipline by itself; instead, Biochemistry is a part of a wider universe of knowledge integrated in modulus. These modulus often relate to physiological human body systems or the concept of Organic and Functional Systems. In either case, the bridging between Biochemistry, Histology, Anatomy, Physiology, and Pharmacology is largely explored. This bridging is a challenge in Biochemistry teaching. A second challenge adds to this: the way new generations of students perceive communication is much different than the way knowledge is communicated in classrooms. Modern forms of information exchange are multimedia, fast and interactive; lectures are traditionally descriptive, use classical expositive didactics and highlight detailed disciplinary matters. How to cope with the new challenges in the Biochemistry classroom will be addressed. A new biochemistry textbook, totally conceived for a Biochemistry Program in an integrated curriculum in health sciences at present will be taken as example. The choice of core contents, illustrative examples and the approach to teaching were carefully addressed in light of the new challenges identified above.

Assessment of learning gains in a flipped biochemistry classroom.

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format.