Physical models have gender-specific effects on student understanding of protein structure-function relationships.
Physical models have gender-specific effects on student understanding of protein structure-function relationships.
复制标题
物理模型对学生对蛋白质结构 - 功能关系的理解具有特异性影响。
DOI：
10.1002/bmb.20956
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发表时间：
2016-07-08
期刊：
影响因子：
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通讯作者：
Franzen MA
中科院分区：
文献类型：
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作者：
Forbes-Lorman RM;Harris MA;Chang WS;Dent EW;Nordheim EV;Franzen MA
了解基本结构单元如何影响功能被确定为本科生物和生物化学素养的基础/核心概念。学生必须在所有尺寸尺度上理解这一概念，但学生通常更难理解分子水平上的结构-功能关系，他们无法有效地可视化。学生需要开发生物分子的精确三维心智模型，以了解生物分子结构如何在分子水平上影响细胞功能，但大多数传统的课程工具，如教科书，只包括二维表示。我们使用受控的反向设计方法来研究手持式物理分子模型如何影响学生逻辑预测结构-功能关系的能力。简短的（一个类期间）物理模型的使用增加了测验分数的女性，而没有显着增加分数的男性使用物理模型。女性也自我报告了在理解特定环境蛋白质功能方面的更高学习收益。空间可视化的性别差异可以解释观察到的物理模型使用的性别特异性益处。© 2016作者生物化学和分子生物学教育出版的威利期刊，公司.代表国际生物化学和分子生物学联合会，44（4）：326-335，2016。
Understanding how basic structural units influence function is identified as a foundational/core concept for undergraduate biological and biochemical literacy. It is essential for students to understand this concept at all size scales, but it is often more difficult for students to understand structure–function relationships at the molecular level, which they cannot as effectively visualize. Students need to develop accurate, 3‐dimensional mental models of biomolecules to understand how biomolecular structure affects cellular functions at the molecular level, yet most traditional curricular tools such as textbooks include only 2‐dimensional representations. We used a controlled, backward design approach to investigate how hand‐held physical molecular model use affected students' ability to logically predict structure–function relationships. Brief (one class period) physical model use increased quiz score for females, whereas there was no significant increase in score for males using physical models. Females also self‐reported higher learning gains in their understanding of context‐specific protein function. Gender differences in spatial visualization may explain the gender‐specific benefits of physical model use observed. © 2016 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology, 44(4):326–335, 2016.