Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design
Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design
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DOI：
10.1002/bmb.21255
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发表时间：
2019-09-01
影响因子：
1.4
通讯作者：
Anderson，Trevor R.
中科院分区：
文献类型：
--
作者：
Jeffery，Kathleen A.;Pelaez，Nancy J.;Anderson，Trevor R.
生物化学教科书经常提供一个脱节的，高度数学化的，脱离背景的热力学和动力学原理的处理，这使得像蛋白质折叠这样的主题很难教。这是令人担忧的，因为毕业生进入职业生涯，如制药行业，必须能够应用这些知识和相关的研究方法来解决生物化学研究问题。因此，至关重要的是，教师有策略，将研究方法和代表性，以帮助学生了解这种科学知识的来源。因此，我们工作的目标是检查专家的做法，并利用研究结果来确定教学策略，将更多的前沿研究和真实的认识方式纳入科学课堂和教科书。为了实现这一目标，我们研究了四位科学家如何解释蛋白质折叠和动力学研究，重点是口头语言和表征（包括手势）的相互作用。我们的分析表明，专家采用多种表征和研究方法来传达如何使用证据来理解现象。相反，教科书解释了已知的东西，但很少使用表征来解释它是如何被知道的。根据我们的研究结果，我们建议的教学，包括教科书的设计，以及潜在的教学策略，将实验方法的讨论和解释的代表在课堂活动中的影响。© 2019国际生物化学和分子生物学联合会，47（5）：513-531，2019。
Biochemistry textbooks often provide a disconnected, highly mathematical, and decontextualized treatment of thermodynamic and kinetic principles, which renders topics like protein folding difficult to teach. This is concerning given that graduates entering careers, like the pharmaceutical industry, must be able to apply such knowledge and related research methods to solve biochemistry research problems. Thus, it is essential that instructors have strategies to incorporate research methods and representations to help students understand the source of such scientific knowledge. Therefore, the goal of our work is to examine expert practice and use the findings to identify instructional strategies to incorporate more cutting‐edge research and authentic ways of knowing into science classrooms and textbooks. Toward this goal, we examined how four scientists explain protein folding and dynamics research, focusing on the interaction of spoken language and representations, including gesture. Our analysis indicates that experts employ multiple representations and research methods to communicate how evidence can be used to understand phenomena. In contrast, textbooks explain what is known but seldom use representations to explain how it is known. Based on our findings, we suggest implications for instruction, including the design of textbooks, as well as potential instructional strategies to incorporate discussion of experimental methods and interpretation of representations during classroom activities. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):513–531, 2019.